An Action Research On Pre-reading Education Activities Of Large Class Children From The Perspective Of Young Cohesion

As the first connecting link of education,the bridging stage plays a key role in the continuity of the whole educational process.In 2021,the Ministry of Education issued Guidance on Vigorously promoting the scientific connection between kindergartens and Primary Schools,which respectively put forward guiding opinions on kindergarten enrollment preparation and primary school enrollment adaptation,and the connection between children and children has once again become a hot topic in education research.Reading literacy is an important foundation for children to become excellent lifelong learners.Under the background that the Ministry of Education strongly advocates scientific connection between preschool and primary school,how to do a good job in the two-way connection between preschool "pre-reading" education and primary school "reading" education has become an unavoidable key issue in the connection between preschool and primary school.The research theme of this study is to explore how to help senior class children get ready for school in terms of reading education in the bridging stage.The research mainly adopted the educational action research method.The whole action research lasted for four months.The research objects were 36 children in Class D of Y Kindergarten in W City.First of all,through the analysis and comparison of relevant policies and text materials on the "pre-reading" education of the senior class and the "reading" education of the junior primary school,this paper tries to understand the similarities and differences in the development goals,methods and contents of reading between the senior class of kindergarten and the junior primary school.Secondly,through observation,interview and other methods to understand the cooperative class children’s reading ability development status and reasons,and take this as the premise and basis for the construction of cooperative class reading education activities action research objectives;Then,based on the theory of ecosystem theory and scaffold theory,based on the action research objectives of cooperative pre-class reading education activities,the author constructed and carried out an action research program with cooperative teachers.Finally,the effectiveness of the action research is evaluated by combining the methods of observation and interview,and the problems arising in the action research are discussed and reflected,and the comprehensive discussion is carried out,and the effective education suggestions are put forward accordingly.After two rounds of action research,this study draws the following conclusions: In general,children’s enthusiasm and involvement in reading activities have been improved.Inthe parent-child reading activity of listening to picture books,the parent-child relationship is not only enhanced,but also children become more focused in the reading process and spend less time on mobile phones and other electronic media.In the activity of reading picture books and group reading,the purpose and systematicness of children’s observation in reading activities are improved,and the continuity and generality of reading observation are also improved.In the activity of "I Love telling stories and sharing reading",children’s confidence,language expression ability,narrative ability and reading interest have been greatly improved.Based on the process and conclusion of the action research,the following Revelations can be drawn: 1.Timely establishment of "scaffolding" is conducive to the cultivation of children’s reading habits;2.Good home cooperation is the key to stimulate children’s interest in reading;3.Adopting a variety of reading forms is conducive to improving children’s reading ability in the connecting stage.According to the conclusions and inspirations of the action research,the following educational suggestions are put forward: first,teachers should set appropriate and cohesive goals for class picture book reading;Integrate family resources and cooperate with the family to guide the reading of picture books;Adopt a variety of reading ways to promote children’s reading ability;Secondly,parents should attach importance to early reading,provide good reading environment for children,participate in children’s reading.