本文選題：幼兒園　切入點(diǎn)：后現(xiàn)代繪本　出處：《山東師范大學(xué)》2016年碩士論文

【摘要】：近年來的研究結(jié)果表明,幼兒期是兒童學(xué)習(xí)早期閱讀的關(guān)鍵期,教育者要切實(shí)把握這個(gè)發(fā)展的時(shí)機(jī)�！�3-6歲兒童學(xué)習(xí)與發(fā)展指南》“閱讀與書寫”目標(biāo)中包含:喜歡聽故事,看圖書,并具備初步的閱讀理解能力等。繪本是幼兒期閱讀的主要材料,對(duì)幼兒閱讀有重要價(jià)值。后現(xiàn)代繪本即,運(yùn)用戲仿、拼貼、元敘事等后現(xiàn)代文學(xué)手法,對(duì)經(jīng)典童話調(diào)侃、改寫,顛覆讀者被動(dòng)閱讀的習(xí)慣,增強(qiáng)閱讀的趣味性并豐富閱讀體驗(yàn)的繪本。筆者在實(shí)習(xí)中發(fā)現(xiàn),幼兒園里雖然有后現(xiàn)代繪本,但是大部分教師不了解后現(xiàn)代繪本也不清楚應(yīng)該如何有效地進(jìn)行后現(xiàn)代繪本閱讀教學(xué),長此以往,不利于幼兒園繪本閱讀教學(xué)的順利開展。本研究通過發(fā)現(xiàn)幼兒園后現(xiàn)代繪本閱讀教學(xué)中存在的問題并提出相應(yīng)的實(shí)施策略,希望對(duì)幼兒園后現(xiàn)代繪本閱讀教學(xué)有所啟示。本研究隨機(jī)選取濟(jì)南市三所幼兒園九名教師作為訪談對(duì)象,其中,每所幼兒園大班、中班、小班教師各一名,并對(duì)幼兒園后現(xiàn)代繪本閱讀教學(xué)進(jìn)行了觀察記錄。本研究主要內(nèi)容如下:第一章首先對(duì)相關(guān)概念進(jìn)行了界定,包括繪本、后現(xiàn)代繪本、后現(xiàn)代繪本閱讀教學(xué)。并在界定概念的基礎(chǔ)上,發(fā)掘出后現(xiàn)代繪本的閱讀教學(xué)價(jià)值。第二章通過訪談法和觀察法調(diào)查了幼兒園后現(xiàn)代繪本閱讀教學(xué)的現(xiàn)狀,結(jié)合現(xiàn)狀調(diào)查結(jié)果發(fā)現(xiàn)幼兒園后現(xiàn)代繪本閱讀教學(xué)中存在的問題并分析其原因。第三章幼兒園后現(xiàn)代繪本閱讀教學(xué)的指導(dǎo)建議,包括促進(jìn)教師多渠道了解后現(xiàn)代繪本、合理的教學(xué)目標(biāo)定位、在幼兒了解經(jīng)典童話基礎(chǔ)上選擇后現(xiàn)代繪本、運(yùn)用靈活的繪本閱讀教學(xué)的方式方法等。
[Abstract]:The results of recent studies have shown that early childhood is the key period for children to learn early reading. Educators should grasp the opportunity of this development. The goal of < 3-6 years old Children's Learning and Development Guide, "Reading and Writing", includes: love to listen to stories.Read books and have the ability to read and understand.Picture book is the main reading material for young children, and it is of great value to children's reading.The postmodern picture book is a picture book that uses parody collage meta-narrative and other postmodern literary techniques to tease and rewrite classic fairy tales subvert the readers' passive reading habits enhance the interest of reading and enrich the reading experience of picture books.In my practice, the author found that although there are post-modern picture books in kindergartens, most teachers do not understand post-modern picture books, nor do they know how to effectively carry out post-modern picture book reading teaching in the long run.It is unfavorable to the smooth development of reading teaching of picture book in kindergarten.This study finds out the problems existing in the teaching of postmodern picture book reading in kindergarten and puts forward the corresponding implementation strategies in order to enlighten the reading teaching of postmodern picture book in kindergarten.This study randomly selected nine teachers from three kindergartens in Jinan. Among them, one teacher from large class, one teacher from middle class and one teacher from small class in each kindergarten, and observed and recorded the postkindergarten modern picture book reading teaching.The main contents of this study are as follows: the first chapter defines the related concepts, including picture book, post-modern picture book, post-modern picture book reading teaching.And on the basis of defining the concept, explore the reading teaching value of postmodern picture book.The second chapter investigates the present situation of postkindergarten modern picture book reading teaching by means of interview and observation, and finds out the problems existing in the postkindergarten modern picture book reading teaching and analyzes its causes.The third chapter is about the guidance of reading teaching of postmodern picture books in kindergarten, which includes promoting teachers to understand postmodern picture books through multiple channels, reasonable orientation of teaching objectives, and choosing postmodern picture books on the basis of children's understanding of classical fairy tales.The use of flexible picture book reading teaching methods and so on.
【學(xué)位授予單位】：山東師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2016
【分類號(hào)】：G613.2

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