Research On Parent-child Reading Problems And Countermeasures Of Lower Grades Students In Primary Schools

Parent-child reading is also called parent-child co-reading,that is,parents accompany their children to read books.The purpose of parent-child reading is to cultivate children’s interest in reading and develop good reading habits.The place of parent-child reading is not fixed and the way of reading is diversified.In 2015,the Ministry of Education issued ‘the Guidance on Strengthening the Work of Family Education”,which stressing Family is the first class for children,and parents are their children’s first teachers.The guidance has aroused the attention of parents and the society to family education.Parent-child reading has gradually entered people’s vision and become a hot topic in the education sector.At present,the development of parent-child reading has made some achievements,but there are also some problems.This paper takes the implementation of parent-child reading in the lower grades of primary schools as the main topic,analyzes and studies the existing problems and causes,and then proposes countermeasures,which has certain theoretical and practical value.The author sorted out many literatures which related to parent-child reading in China and foreign countries,then take students’ parents and teachers of grade 1 and grade 2 in the EF Primary School in Kaifeng city as the research objects,use questionnaire survey and interview methods to investigate the implementation of parent-child reading in EF primary school.Through the investigation,the author found that the main problems of parent-child reading in the lower grades of the primary school are: the father spends less time reading with their children and has less active in family education;the low reading atmosphere at home and parents have lack reading habits;parents have blind choice of reading material;Reading emphasizes literacy and the reading method is single,which reduces children’s interest in reading;After reading not timely consolidation that reduced the low reading effect.The reasons are as follows: There is a deviation on the role of fathers so that the family education too much reliance on mothers;Pay more attention to create the material environment than spiritual environment;Pay more attention to the impart knowledge than cultivate children’s interest;Lack of scientific reading method guidance.In view of the existing problems and causes,this paper puts forward the following suggestions on how to improve the effect of parent-child reading: Firstly,increase fathers’ participation in their children’s education;Secondly,create a good reading environment;Thirdly,foster children’s interest in reading;Fourthly,use scientific reading guidance methods;Fifthly,establish parent-child reading mode of home-school cooperation.Parent-child reading is an important form of cognitive development for primary school students.Reading not only helps students accumulate knowledge and broaden their horizons,but also helps students form correct values,good reading habits in the early years of primary school will benefit students for all life.Parent-child reading is an important part of family education,schools and teachers should provide necessary guidance for parent-child reading.Family education and school education complement each other to help children fall in love with reading and enjoy the fun of reading.