A Survey Of The Status Quo Of Parent-child Reading In The Lower Grades Of Primary School And Its Promotion Strategies

Family education runs through all stages of individual growth and plays a crucial role in the process of individual growth.As a family educational activity with reading instruction as the main content,parent-child reading has a unique significance to promote children's physical and mental development.Since primary school is a critical period for children's physical and mental development,the reading habits,reading methods and reading reserves that children develop in this period will have a significant impact on their later learning and life.Therefore,parent-child reading should not stop at preschool,but should be combined with the specific situation of physical and mental development of primary school children and reading characteristics,the family and school work together to carry out parent-child reading activities with primary school characteristics.In particular,attention should be paid to parent-child reading in the lower grades of primary schools.Children in this stage are in the transition period from kindergarten to primary school,and they do not have their own unique reading style,so they can build good reading habits through parent-child reading.Based on this,the author draws lessons from domestic and foreign research on parent-child reading,taking the first-grade and second-grade students,parents and teachers of W primary school in tianjin city as research objects,and using the methods of literature,questionnaire and interview,etc.to investigate the parent-child reading in the lower grades of the primary school.Through the investigation,the author finds that there are some problems in parent-child reading in the lower grades of primary schools: at the family level,parents lack specific guidance on parent-child reading methods,and the ability to select reading materials.At the level of teachers,information between teachers and parents is not equal,and teachers lack parent-child reading knowledge.At the school level,the school does not pay enough attention to parent-child reading,and there is a certain "passivity" in school education.At the social level,the educational administrative departments have not issued relevant policies,and the utilization rate of social public resources is not high.In view of these problems,the author proposes several improvement measures: parents should constantly improve their own parent-child reading literacy,such as adopting flexible and novel reading methods and selecting appropriate reading materials;Teachers should give professional parent-child reading guidance,constantly improve their own knowledge structure,and strengthen communication with parents;Schools shouldcarry out effective parent-child reading measures,establish parent-child reading courses,and hold parent-child reading lectures regularly.Finally,the society needs to establish a sound parent-child reading system,strengthen the promotion of parent-child reading in children's library,and build community parent-child reading library.Through research,the author believes that parent-child reading in the lower grade of primary school is an important topic,but it has not received more widespread attention in the society.In view of the important impact of parent-child reading on the development of children's reading ability in family education,it is necessary to further study the development of parent-child reading in the lower grade of primary school.