中文摘要：早期阅读能力的培养对幼儿的认知发展和终身学习具有重要意义，然而当前关于幼儿阅读能力的研究多集中于学龄儿童，针对幼儿阶段的系统性研究较为匮乏。本研究旨在探讨3至6岁幼儿早期阅读能力的培养策略，通过分析其认知特点和发展需求，提出科学有效的干预方法。研究采用混合研究方法，结合问卷调查、深度访谈和实验验证，选取了来自不同地域的500名幼儿及其家长作为样本，全面评估了家庭环境、教育方式及社会支持对幼儿阅读能力的影响。结果表明，亲子共读、情境化教学以及多媒体辅助是提升幼儿阅读兴趣和理解能力的关键因素，同时发现教师的专业指导与家长的积极参与对幼儿阅读能力的发展具有显著促进作用。本研究创新性地提出了“分层递进式”阅读培养模式，将阅读活动分为感知、理解、表达三个层次，并设计了具体的操作方案，为幼儿园和家庭教育提供了实践参考。研究表明，该模式能够有效提高幼儿的语言敏感度和阅读自主性，为早期阅读教育的理论与实践提供了新的视角和依据。
关键词：早期阅读能力；幼儿教育；亲子共读；分层递进式模式；情境化教学
Abstract：The cultivation of early reading skills plays a crucial role in young children's cognitive development and lifelong learning; however, current research predominantly focuses on school-age children, with relatively scarce systematic studies targeting the preschool stage. This study aims to explore strategies for fostering early reading abilities in children aged 3 to 6 by analyzing their cognitive characteristics and developmental needs, proposing scientifically effective intervention methods. A mixed-methods approach was employed, integrating questionnaires, in-depth interviews, and experimental validation, with a sample of 500 children and their parents from diverse geographical regions. The study comprehensively evaluated the influence of family environment, educational approaches, and social support on children's reading abilities. Results indicate that parent-child co-reading, contextualized teaching, and multimedia assistance are key factors in enhancing children's reading interest and comprehension skills. Additionally, it was found that professional guidance from teachers and active parental involvement significantly promote the development of children's reading abilities. Innovatively, this study proposes a "layered progressive" reading cultivation model, dividing reading activities into three levels: perception, understanding, and ex pression, with specific operational schemes designed to provide practical references for kindergartens and home education. The findings demonstrate that this model effectively enhances children's language sensitivity and reading autonomy, offering new perspectives and evidence for both the theory and practice of early reading education.
Key words：Early Reading Ability; Early Childhood Education; Parent-Child Co-Reading; Layered Progressive Model; Contextualized Teaching
