题目:阅读区域活动中教师指导行为的现状研究——以平遥县X幼儿园为例摘要《幼儿园教育指导纲要(试行)》中明确指出教师要培养幼儿对生活中随时可遇到的简单标点和文字的兴趣，教师要利用故事书还有古诗等各种资源来帮助并启发幼儿对读书方面的兴趣。教师有效指导幼儿阅读对幼儿发展有着重要的影响，但现在大部分的县级以下幼儿园对教师指导幼儿活动方面不够重视。所以本文研究重点放到了关于教师指导幼儿阅读这一部分。本文对平遥县某一幼儿园中阅读区域活动中教师指导幼儿阅读方面进行了调查，结果发现，该幼儿园阅读区域活动中教师有一些做得好的地方可以借鉴，比如说教师对阅读区活动的指导有一定认识等等，但同时部分老师也有一些存在的问题，具体表现在该园教师指导幼儿阅读的频次不高，教师指导幼儿阅读内容的书籍较少且陈旧等等。本人认为影响该幼儿园教师指导的原因有该园不重视对教师的培训，幼儿教师自身专业素养缺乏。为提高该园教师的指导效果，幼儿园应该加强对教师的培训力度，教师们也应该提高自我的专业素养。关键词:区域活动、阅读区、区域活动中的教师指导AbstractThekindergarteneducationguidelines(forTrialImplementation)clearlypointsoutthatteachersshouldcultivatechildren'sinterestinsimplepunctuationandwordsthatcanbeencounteredatanytimeinlife,andteachersshouldusestorybooks,ancientpoemsandotherresourcestohelpandinspirechildren'sinterestinreading.Teachers'effectiveguidanceofchildren'sreadinghasanimportantimpactonchildren'sdevelopment,butmostkindergartensbelowthecountyleveldonotpayenoughattentiontoteachers'guidanceofchildren'sactivities.Sothispaperfocusesonthepartofteachersguidingchildrentoread.Inthispaper,akindergarteninPingyaoCounty,teachersguidechildren'sreadingactivities.Theresultsshowthattherearesomegoodthingsteacherscanlearnfrom,forexample,teachershaveacertainunderstandingoftheguidanceofreadingactivities,etc.,butatthesametime,someteachersalsohavesomeproblems,whichareembodiedintheteachers'referenceThefrequencyofguidingchildrentoreadisnothigh,andthebooksthatteachersguidechildrentoreadarefewandold.Ithinkthereasonsthataffectthekindergartenteachers'guidancearethatthekindergartendoesnotpayattentiontothetrainingofteachers,andthekindergartenteacherslacktheirownprofessionalquality.Inordertoimprovetheeffectofteachers'guidance,kindergartensshouldstrengthenthetrainingofteachers,andteachersshouldalsoimprovetheirprofessionalquality.Keywords:Teacherguidanceinregionalactivities;Readingareas;Regionalactivities目录一、引言................................................................1（一）研究来源及意义....................................................1（二）相关研究状况及研究背景............................................2（三）研究目标和内容....................................................4（四）研究方法..........................................................5二、阅读区域活动中教师指导行为的基本情况................................5（一）教师们对阅读区域活动的指导都有具体的认识..........................6（二）教师在指导幼儿阅读时有明确且清晰的目标............................7（三）教师指导幼儿阅读内容的书籍较少且陈旧..............................8（四）阅读区域活动中教师的介入时机不恰当................................9（五）阅读区域活动中教师指导幼儿阅读的方法独特且多样...................10（六）阅读区域活动中教师指导幼儿阅读的频次不高.........................10（七）阅读区域活动中教师指导以间接性指导为主要方式.....................12（八）少数教师指导幼儿阅读的效果不明显.................................12三、阅读区域活动中教师指导行为中...
