| Reading is a way for people to acquire knowledge,which can realize the development of cognition and innovation of ideas.With the rapid development of information technology today,the existing knowledge achievements are constantly updated.We need to actively receive knowledge information.Reading is an effective way to accumulate knowledge.In the research of scholars at home and abroad,early reading has been attached great importance.From the initial discussion on children’s early reading ability and teaching methods of early reading education,the focus gradually turns to children’s reading behavior and children’s independent reading.Among numerous rich research results,this study hopes to provide a new research direction for improving children’s autonomous reading ability by analyzing their autonomous reading behaviors in the reading area.This study selected 6 classes of A kindergarten in Nanning City as research objects.Two classes were selected for each age group.Observation method and literature method are used to study the independent reading behavior of children in the reading area of kindergarten class.In terms of age level,the study includes three age levels: small class,middle class and large class.The main purpose is to analyze the characteristics of independent reading behavior of children at different ages.In terms of the number of observations,40 children were observed at each age stage.In terms of the observation dimension,children’s behaviors were recorded in tables from five aspects: the objective of reading material selection,the number of reading materials,the duration of reading,the basic habits of reading behavior,and the language development behavior in reading.Describe and analyze the independent reading behavior of children at different ages,and systematically explore the behavioral characteristics in the process of independent reading.According to the characteristics of the analysis of children’s problems,according to the analysis of the factors affecting children’s independent reading,and then put forward relevant support strategies.In the results,the following phenomena are found: small class children’s reading materials are not strong purpose,middle class and large class children most of the children’s choice of reading materials are strong purpose,the purpose of children’s choice of reading materials will gradually strengthen with the growth of age;In the reading process,the small class reading books will appear frequently change books;Most children in middle class and big class will read 2-3 picture books in each reading activity,and the frequency of change is less than that of small class.Small class has weak interest in reading and needs to strengthen reading habits.Middle class and large class children have great interest in reading and have good reading habits.In terms of reading time,small class children read for a short time,and most of them can stick to reading in middle class and large class.In the aspect of speech act,the children of the three age levels are all in the first stage,namely the naming of picture signs.The difference is that the children in this stage will decline with different ages.Children appear in the process of reading these behaviors,the main influence factors in three aspects.First,children’s interest in reading is not high,the lack of existing experience,language expression level is not high,children’s personality differences;Second,in the reading area,the spatial layout of the reading environment is unreasonable,the reading materials are not rich enough,and the opening time of the area is insufficient.The third is preschool teachers: early reading cognition deviation,lack of guidance in reading area intervention,neglect of reading area.On this basis,the author puts forward some educational suggestions,such as that children should learn to read independently,the environment of the reading area should adapt to children’s autonomous reading,and preschool teachers should pay attention to the observation and guidance of early reading. |
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