Research On The Pre-literacy Instruction In The Context Of Early-stage Reading

The pre-literacy instruction defines a kind of tutoring style that the teachers make systematical guide and arrangement to enable the young children in the normal instruction to apperceive, scribble, scrawl and simulate the character or symbol in the way of playing and thereby cultivate their pre-literacy skills as well as other related skills about the attitude, expectation, emotion and behavior, etc. In recent years, with the promulgation of the Guideline for the Kindergarten Instruction (trial implementation) and the gradually deepening research into the development instruction of young children, more and more attention has been paid to how to cultivate efficiently the pre-literacy skills of young children. However, compared with the abundant foreign research, the issue seemingly has been neglected to a great deal extent by the domestic counterpart. Meanwhile, Chinese character belongs to a kind of ideogram contrary to the phonogram into which most of foreign characters should be categorized. Based on these issues mentioned above, making a further research on the pre-literacy instruction of our country's kindergarten will no doubt enrich the scope of current related research and benefit the improvement of our preschool instruction.The article applies to the method of action research and the author accompanied by some preschool instructors do the research in the following process: firstly, considering the reality of preschool education, we make a probe into developmental course of pre-literacy skills of young children based on the related educational theories and practices of kindergarten. Secondly, arrange the activity of pre-literacy instruction in the context of early-stage reading by studying, trying and rethinking and divide the whole course of pre-literacy instruction for young children of the middle class and the senior class into two phases and three phases respectively. As to the former, it is divided into (1) the phase of apperceiving the character comprehensively; (2) the phase of scrawling the character. As to the latter, it is divided into (1) the phase of scribbling the character; (2) the phase of stimulating and facsimileing the character ;(3) the phase of writing the character. What's more, in virtue of above mentioned research materials, we have designed a set of teaching instrument suited for our country's pre-literacy instruction including :(1) the scraggly touching character;(2)the pierced character;(3)the pierced character with the hint of chromatape; (4) the CD and wall map indicating the evolution of hieroglyphic;(5)the teaching instrument like a house suitable for young children to learn to write. Last but not least, by rethinking the instructor's behavior in the pre-literacy instruction, the author raises her voice about the re-orientation of the instructor's role and the renovation of the instructing skill.