Study On Children’s Reading Reonse And Teacher Support From The Perspective Of Reader Response Theory

As a reader’s process response to reading,reading response is of great value to the development of children’s reading ability,creativity,critical thinking ability and so on.In the current emphasis on children-based education,teachers’ attention and effective support to children’s reading response have unique value in promoting children’s current development and even lifelong development.As an important theory in the field of literature,reader response theory has been attached great importance to by the reading education circles at home and abroad,and has become an important theoretical basis for reading response and support research in various stages.However,in the key stage of reading ability development — — infant stage,reading response and support research based on reader response theory is still insufficient.Based on this,this study attempts to explore the following questions: first,what is the current situation of children’s picture book reading response;second,after implementing the reading response support activities based on reader response theory,What are the changes in children’s reading response and reading ability? Third,how teachers support and promote children’s reading response based on reader response theory.This study uses the paradigm of action research,based on the theory of reader response,based on the current situation of children’s reading response to formulate a teacher reading support program,30 children in the experimental class were supported by researchers.Action research lasted 4 months.Before and after the intervention,the children in the experimental class and the control class were asked to read a picture book that the children had not read(the two books were the same series),and the children’s reading reaction process was taken and the lag analysis and reading ability of the behavior sequence were compared.The study found that after three rounds of action research,children’s reading response and reading ability were improved qualitatively and quantitatively.In quantity,the children in the experimental class and the children in the control class were compared before and after the test.The children’s reading reaction and reading ability were improved.In the qualitative aspect,the experimental class children’s reading concept changes,the reading response is more diverse,the reading comprehension is more profound,and the teacher’s education idea and the teaching ability have also been improved.Based on the conclusion of the study,this paper puts forward several educational suggestions: first,kindergarten managers should pay attention to strengthening teachers’ training in children’s reading response support ability,creating rich activities inside and outside kindergartens,and giving teachers full autonomy.