Investigation On The Present Situation Of Parent-child Reading In Primary Schools And Study On Optimizing Strategies

Studies have shown that reading is a social experience,and children generally gain more understanding and fun based on the companionship and interaction of others,while the participation of parents is an important factor for the improvement of children’s reading ability.Family is the first stop of a child’s growth.As an important form of family education,parent-child reading is the starting point of a child’s lifelong learning.In view of this,the study of parent-child reading in the family is very valuable.At present,the domestic research on parent-child reading focuses on the early stage of early childhood,while the research on parent-child reading in primary school is relatively weak.Therefore,this study attempts to use the literature method,questionnaire method,interview method and case method to discuss the parent-child reading problem in primary school.Based on the collation and analysis of existing studies,this study mainly grasped the current situation of parent-child reading in primary schools from five aspects: parents’ concept of parent-child reading,parent-child reading attitude,parent-child reading environment,parent-child reading implementation process and parent-child reading effect.The study found that the current parent-child reading in primary schools has the following problems: parents’ awareness of parent-child reading is not high,that is,parents’ understanding of parent-child reading activities is not in place,and parents’ understanding of parent-child reading goals is too utilitarian;Parents’ recognition of parent-child reading is not high,that is,parents’ participation in parent-child reading is not high and their participation in parent-child reading behavior is partial.The environment of parent-child reading is not ideal,that is,the number of parent-child reading is less,the form of parent-child reading is more electronic,the place of parent-child reading is not ideal,the degree of parent-child emotional communication in reading is low,and the feedback evaluation of parent-child reading is not appropriate.The implementation process of parent-child reading is not reasonable,that is,the time arrangement of parent-child reading is more casual,the content of parent-child reading is more single,and the way of parent-child reading is less abundant.Based on the problems found in the survey and combined with relevant theories and literature,this study proposes the following optimization strategies: first,change the concept of parents,improve parents’ parent-child reading literacy,that is,parents should establish a correct concept of parent-child reading in primary schools and improve their own cultural and educational literacy;The second is to create an appropriate environment and keep pace with the times to develop parent-child reading,that is,parents should make scientific and reasonable improvement from the material environment and psychological environment.In terms of material environment,we should provide appropriate parent-child reading materials and adopt appropriate parent-child reading materials.In terms of psychological environment,we should pay attention to emotional input and motivational evaluation.Third,carry out flexible and diverse reading activities to improve the parent-child reading effect,that is,parents should arrange parent-child reading topics according to the characteristics of different students,select suitable parent-child reading content and various parent-child reading methods in primary schools.