An Empirical Study On The Influence Of Diversified Reading Activities In Kindergartens On The Core Reading Experience Learning And Development Of 3-6 Years Old Children

In recent years,a number of domestic and foreign studies have shown that diversified reading activities can promote students’ learning and development of reading.However,most of the existing studies focus on Chinese teaching in primary and secondary schools,while preschool education is scattered and lacks relevant empirical evidence.This research takes action research as the orientation,adopts literature analysis,educational experiment,educational measurement and interview method.First of all,based on the contents and implementation of excellent diversified reading programs,combined with China’s current policies and programmatic documents,this study sorted out the requirements for the core experience of early reading for 3-6 year olds,and formed a diversified reading activity program with picture books as the carrier.Then,this study took 10 demonstration kindergartens in Shanghai and Zhejiang province as examples to carry out teaching activities for three years.In three years and three rounds of action research,70 cases of diversified reading activities were formed in this study.In addition,the researcher randomly selected 380 children with an average age of 3 in Shanghai and Zhejiang provinces.Among them,the experimental group and control group each 190 people.The evaluation of children’s level of early reading core experience before,during and after the implementation of the activity program aims to explore the influence of diversified activities on children’s learning and development of reading core experience and the development characteristics in early reading of different ages of children aged 3-6.The results show that :（1）diversified reading activities can promote the learning and development of early reading core experience of 3-6 years old children’s reading quality,reading ability and pre-writing ability;（2）Diversified reading activities can promote teachers’ PCK professional development and growth;（3）Diversified early reading activities help to improve the parent-child reading quality;（4）The core experience learning and development of 3-6 years old children develop gradually.（5）From small class to middle class is the rapid development stage of preschool children’s reading quality and reading ability,while middle class and big class is the rapid development stage of preschool children’s writing ability;（6）Children’s gender has different degrees of influence on children’s early core reading experience learning and development.Finally,the researcher put forward suggestions to promote the development of children’s early reading core experience.