Research On The Current Situation Of Low Grade Parent-Child Reading Organization And The Influence Factors

“Parent-Child Reading” originated from the New Zealand,then it is gradually adopted and put into practice by other counties.However,in ancient China,there were some sentences concerning about the“Parent-Child Reading”.For example,“Establishing learning is the first,and reading is the foundation”,the essence of which is to emphasize the importance of reading.The reading ability of children often determines their working ability at their later stage.The students in the lower grade of primary school are in the critical period of developing reading habits and reading ability.Parents can understand what their children think by means of parent-child reading and develop their children's reading interest and ability in a pleasant atmosphere,which has a vital impact on the children's learning development in the second half of primary school.The concept of parent-child reading has been well known by people,but it cannot be rooted in practice.The reasons are various,involving schools,teachers and parents.Taking Z school in Changde City as the research sample,this study attempts to focus on the guidance of school and teachers on parent-child reading from the perspective of school management,to elaborate the current situation of parent-child reading activities in Z school and analyze the factors influencing the development of parent-child reading activities.At last,summarize the optimization strategies of parent-child reading activities through the analysis of the current situation of Z school,from personality to common development.In order to provide reflection and inspiration for the promotion of parent-child reading activities in primary and lower grades in China.This study adopts the theory of "reading circle" of Eden chambers,investigates the current situation of parent-child reading of junior students in Z school from three aspects of "book selection","reading" and "feedback",analyzes the influencing factors in the process of parent-child reading and puts forward some strategies to promote the effective development of parent-child reading in school on this basis.This paper consists of four parts(five chapters)which are the current situation of parent-child reading in China,the current situation of parent-child reading activity organization in the lower grades of Z school,the influencing factors of parent-child reading activity organization in the lower grades of Z school,and the optimization strategies of parent-child reading activity organization in the lower grades of Z school.The purpose of this paper is to explore whether school management can promote parent-child reading,whether teachers' propaganda can improve it and the school how to promote the development of parent-child reading activities.The first chapter reviews the evolution and development of parent-child reading in recent years and introduces the reasons,significance,research theory,research ideas and research methods of the topic selection.As the rising place of parent-child reading,it is very necessary to elaborate the theoretical research and practical exploration of parent-child reading from abroad to China,which is also the main content of the second chapter.The core part of this paper focuses on the third chapter,from the development of parent-child reading in China to the development of parent-child reading activities in Z School of Changde City.Through interviews and questionnaire survey to understand the actual situation,based on the theory of "reading circle" of Eden chambers,from the three aspects of "book selection","reading" and "feedback" to design the questionnaire “Parents' understanding of parent-child reading”,“the environment of parent-child reading”,and ‘the actual situation in the process of parent-child reading”.This paper studies the feedback from three perspectives in detail and points out the specific situation and shortcomings of Z school in Changde City in carrying out parent-child reading activities under the current situation.That is: the intervention of schools and teachers has a great impact on the selection of parent-child reading materials;the parent-child reading environment is not optimistic,which is not conducive to carrying out parent-child reading activities;parents and children lack the interaction and feedback of parent-child reading.After understanding the status quo,exploring the influencing factors and improvement strategies has become an important part of the research,which is also described in Chapter 4 and Chapter 5.This study attempts to analyze the influencing factors and improvement strategies of parent-child reading activities from the three levels of school,teachers and parents.The fifth chapter puts forward the optimization strategies for the shortcomings and influencing factors of parent-child reading activities in Z school.From the three aspects of school,teachers and parents,this paper expounds that the school should build parent-child reading school-based curriculum,open parent-child reading class,and strengthen teachers' professional training;teachers should improve their professional quality,highlight the dominant position of parents,and associate activities with students' performance;parents should establish a correct view of parent-child reading,learn to improve parent-child reading guidance ability and improve the family atmosphere of parent-child reading.