Practical Study On Supporting The Development Of Print Awareness For Chinese Children Aged 3-6

The development of character awareness is a watershed for children’s future reading and writing.Preschool word awareness education prepares children for the development of literacy skills for future school education.However,at present,there are many confusions in how to prepare for the development of children’s character awareness while preventing the "primary school" of kindergarten education: many teachers either give up the education of children’s character awareness,or equate the education of children’s character awareness with Early literacy.The research is based on the concept of early reading and writing,based on the connotation and development stage of children’s "pre-literacy" core experience,and the children in the researcher’s class are the research objects.Character awareness education,under the theme background,integrates children’s character awareness education into the environment of theme activities,regional activities,teaching activities and other situations.The research focused on the following questions:1.Does the theory-based educational strategy of character awareness promote the development of children’s early character awareness? If so,which aspects of children’s early word awareness are most promoted?2.In kindergarten class education,what are the effective strategies to support the development of children’s Chinese character awareness?3.From the small class to the big class,which stage may be an important period for the development of character awareness education?The research results are divided into two parts: qualitative and quantitative: the qualitative research results are the sorting out of educational strategies to support the development of children’s word awareness in the process of research practice;the quantitative research results are the experimental group and control group children collected in the research Data analysis of literacy scores.The study sorts out the educational strategies used in the research practice to support the development of character consciousness from four aspects: class environment,life activities,collective activities,and game activities.The research believes that:(1)The creation of a class environment for characters mainly focuses on children’s high interaction,and the relationship with the curriculum;(2)Integrating character awareness education in daily life requires attention to the integration of the purpose and content of the two;(3)Incorporating character awareness education into teaching activities needs to be well integrated with the theme curriculum;(4)Adding character awareness education to regional games focuses on the selection of game materials,and it is necessary to ensure the sustainable operability of game materials.Quantitative research results show that compared with the control group: 1.Character awareness education can significantly promote the development of children’s character awareness,character acquisition,and character writing ability in the experimental group,but has little effect on oral language and listening comprehension.2.The gap between the reading and writing scores of the two groups of children is the largest in the middle class,and the reading and writing scores of the children in the experimental group have improved the most in the middle class.The study draws the following conclusions: 1.Character awareness education can promote the development of children’s character awareness;2.The middle class stage may be an important period for children’s character awareness education;3.Effective character awareness education strategies must follow the principle of balance to achieve the development of character awareness.Awareness education integrates environment creation,life activities,and purposeful teaching,and naturally integrates the content of word awareness education into kindergarten theme courses.