| In the context of lifelong learning, our nation values people’s reading situation very seriously in recent years. Since 1999, Chinese Academy of Press and Publication has been organized eleven National Reading Survey, and the last survey showed that Chinese national reading rate was low, and the citizens were generally not satisfied with their reading condition, and reading for all situation was not optimistic. There is still a long way to go in promoting the national reading. And the Prime Minister Li Keqiang also issued to advocate national reading and construct a scholarly society in the two sessions this year. However, in the process of national reading promotion, kindergarten teachers have not been paid enough attention.This study did a comprehensive investigation about the reading status of kindergarten teachers in Shapingba District of Chongqing based on the results of former researches, using literature, questionnaires, interviews and other research methods. According to the findings of our survey, we made in-depth analysis to find out the problems that existed in kindergarten teachers’ reading and the reasons that caused those problems. And then, we made some countermeasures and suggestions related to the analysis in order to promote kindergarten teachers reading.This paper was divided into five parts. The first part included the origin, the significance, the theoretical basis and the design of the research, and the domestic and international literature review of relevant studies was also involved; the second part was about the results of surveys; the third part illustrated the reading problems and causes of kindergarten teachers in Shapingba district of Chongqing, based on the survey results; section four presented some strategies and recommendations to help solving the preschool teachers’ reading problems; and the last part was a summary of the conclusions of this study.On the basis of this research, we found that the overall reading status of kindergarten teachers in Shapingba district of Chongqing was not ideal, the main problems were as follows:(1) the pre-school teachers had a very good understanding of reading, but many of them were lack of it;(2) there was nearly no good reading habits between kindergarten teachers, and their reading strategies need to be improved;(3) the reading content was not enough, and the reading structure was irrational;(4) the reading condition was far from satisfaction. |
