A Research On Cultivation Of Early Reading Ability Of Nu Children Aged 5-6years

Early reading is the beginning for children to become lifelong learners,zero to eight years old is an important stage for children to transform from ”learn to read” to ”learn from reading”.Reading ability is an important part of children's cognitive ability,which is a great significance for their academic achievement and comprehensive ability.As the advanced ability of language development,the cultivation of early reading ability depends on long-term learning and adult's guidance.Nu nationality is an ancient nation living on both sides of the Nu and Lancang rivers,Owing to its inconvenient traffic and located in deep mountain valleys,Nu nationality still keeps the low degree of social development.In recent years,with the support of the government,the number of kindergartens in Nujiang region has increased a lot.And with the implementation of "one Village,one Kindergarten" project,the rate of children enrolled in kindergarten is increasing,but there are still many difficulties in children's early reading ability training.The anthropology of education argues,education is not merely an isolated phenomenon.Therefore,this study combines the kindergarten education with the "Sunday school" and the family education,devotes to build the network of cultivating the early reading ability of the Nu children aged 5-6 years.This research follows the thought of "theory-practice-reflection",and uses literature method,field investigation method and action research method.First of all,based on the literature review of early reading,early reading ability,early reading ability cultivation and Nu nationality education,the study defined three core concepts of early reading,reading ability and early reading ability.Secondly,selecting L village of Fugong county in Nujiang area as the field investigation point,taking 23 children aged 5-6 years old in M kindergarten of L village as the research object,The researcher went deep into the Nu villages,and lived with local people.Then,Starting from three fields of kindergarten,community and family,researcher combined environment,objectives and contents,approaches and evaluation of children's early reading ability cultivation,and analyzed the following problems in the process of training.First,the early reading environment is poor and lack of targeted reading plan;Second,the aim of reading activity is unilateral and ignoring children's whole development;Third,the reading content is mainly composed of abstract knowledge and deviating from the children's life;Fourth,the implementary ways of reading activity is simple;Fifth,the evaluation of reading activity is mainly based on the results and lack of multiple evaluation methods.Thirdly,on the basis of assessing the early reading ability of Nu children aged 5-6,researcher worked with kindergarten teachers,community "Sunday school" teachers and parents,and made research plan and implementation of specific action plans in three stages,including early reading knowledge popularization,grow up with books,love picture books and love reading.Finally,based on the implementation of action programs and reflective amendments,this study analyzes the effect of action research from both several aspects of kindergartens,communities and families in the process of early reading ability training and the development of early reading ability of children.Including clearing the training process of early reading ability;kindergartens,communities and families have established a network of early reading training;Children's early reading ability has been developed to a certain extent.And also based on reflections,this study put forward some educational enlightenment.Such as,Combining the two development models of "from top to bottom" and "from bottom to top",realizing the autonomy and sustainable development of early reading education;providing a supportive reading environment to foster children's reading interests and habits;Using multiple methods to improve the early reading ability of children;carrying out the evaluation based on children's performance,and comprehensively assessing children's reading ability.