Research On The Creation Of The Writing Environment Of The Big Class In Kindergarten

According to the learning and development guide for children aged 3-6,children aged 5-6 should be interested in picture books and written symbols in life situations,and have the desire and preliminary skills of written expression.Writing awareness is an important part of reading and writing ability,which has an important impact on children’s subsequent learning and lifelong development.Children between 5 and 6 years old are in an important period of cohesion and the development of word awareness,especially the development of word awareness.As an important way to cultivate children’s sense of writing,the creation effect of text environment influences the generation and development of children’s early reading and writing behaviors.Throughout the literature,few studies have focused on the creation of a writing environment between the ages of 5 and 6.This study focuses on the status quo of text environment creation at the age of 5-6 years.The research selected three parks in nanjing that attach importance to the creation of literacy environment as the research bases.Through teacher interviews and field observations,the status quo of text environment creation in classes of 5-6 years old was analyzed.Based on relevant researches and interviews with children,the effects of the creation were explored.The existing results and practical problems were analyzed,and specific Suggestions were put forward according to the problems.The research shows that some achievements have been made in the creation of the class text environment at the age of 5-6.Teachers attach importance to children’s participation and the development and utilization of parents’ resources.The overall tone,font size,expression and writing form of words in the environment conform to children’s age characteristics.In terms of creating dynamic text environment,picture books are abundant in number,type and variety.Teachers pay attention to the exploration and provision of a variety of writing materials,and have certain presuppositions on the occasions they appear.Teachers pay attention to the exploration and provision of various types of indirect perceived text materials;Teachers pay attention to the use and creation of various educational situations for children’s actual participation.But there are also some problems:in the creation of static text environment:teachers and children in the understanding of the font is different;The proportion of black text in the environment is high,which is inconsistent with children’s overall color preference.Teachers’ understanding of the height of text position in the environment is biased,and the actual display height of the text environment is generally low,which is inconsistent with children’s level vision.In the creation of dynamic writing environment:compared with the creation of static writing environment,teachers are lack of attention and experience in the creation of dynamic writing environment;The reading materials need to be further enriched according to children’s interests.According to the existing problems,this study puts forward specific Suggestions:teachers should use standard fonts to provide correct demonstration for children;According to children’s color preference,to provide a bright and bright text environment;From the perspective of children,to provide them with a text environment in line with the level range;Further enrich reading materials according to children’s preferences;The creation consciousness of dynamic writing environment should be enhanced and the related theoretical study should be strengthened.