摘要
本研究旨在深入探讨学前儿童语言发展与早期阅读的关系，并基于当前存在的问题提出有效的促进策略。首先，本文概述了学前儿童语言发展的理论基础，包括语言发展的理论模型、关键期假设以及学前儿童语言发展的阶段特征。这些理论为理解儿童语言发展的规律和机制提供了重要依据。本文分析了早期阅读对学前儿童语言发展的影响。研究发现，早期阅读不仅影响儿童的词汇量积累，还对其语法结构理解、口语表达能力和阅读兴趣和习惯产生显著影响。这些影响对于儿童的语言发展和阅读能力至关重要。当前学前儿童语言发展与早期阅读存在一些问题。教学目标往往单一、片面，过于强调认知而忽视其他方面的发展；教学内容和方式缺乏创新，无法满足儿童的多样化需求；同时，忽视早期阅读的多元价值，以及缺乏系统的阅读指导和支持，也制约了儿童语言发展的效果。为了解决这些问题，本文提出了促进学前儿童语言发展与早期阅读的策略。首先，应明确教育目标，注重儿童的全面发展，包括身体、情感、社会性、认知和创造力等方面。其次，应创新教学内容和方法，如跨领域融合、多元文化体验等，以满足儿童的多样化需求。同时，应重视早期阅读的多元价值，培养儿童的情感、想象力和审美能力。最后，加强阅读指导和支持，提供丰富的阅读材料、创设良好的阅读环境，并采用多样化的阅读指导方法，以促进儿童的语言发展和阅读能力。
关键词：学前儿童语言发展；早期阅读；教育目标；全面发展
Abstract
This study aims to explore in depth the relationship between language development and early reading in preschool children, and propose effective promotion strategies based on current problems. Firstly, this article provides an overview of the theoretical foundation of language development in preschool children, including the theoretical model of language development, the critical period hypothesis, and the stage characteristics of language development in preschool children. These theories provide important basis for understanding the laws and mechanisms of children's language development. This article analyzes the impact of early reading on language development in preschool children. Research has found that early reading not only affects children's vocabulary accumulation, but also has a significant impact on their understanding of grammar structure, oral ex pression ability, reading interests and habits. These impacts are crucial for children's language development and reading ability. There are some problems with the language development and early reading of preschool children at present. The teaching ob jectives are often single and one-sided, emphasizing cognition too much and neglecting the development of other aspects; Lack of innovation in teaching content and methods, unable to meet the diverse needs of children; At the same time, the neglect of the diverse values of early reading and the lack of systematic reading guidance and support also constrain the effectiveness of children's language development. To address these issues, this article proposes strategies to promote language development and early reading in preschool children. Firstly, educational goals should be clearly defined, emphasizing the comprehensive development of children, including physical, emotional, social, cognitive, and creative aspects. Secondly, innovative teaching content and methods should be developed, such as interdisciplinary integration and multicultural experiences, to meet the diverse needs of children. At the same time, attention should be paid to the diverse values of early reading, and children's emotional, imaginative, and aesthetic abilities should be cultivated. Finally, strengthen reading guidance and support, provide rich reading materials, create a good reading environment, and adopt diverse reading guidance methods to promote children's language development and reading ability.
Keywords: Language development of preschool children; Early reading; Educational ob jectives; Comprehensive development
目录
一、绪论 1
1.1 研究背景及意义 1
1.2 国内外研究现状 1
1.3 研究目的及内容 2
二、学前儿童语言发展的理论基础 3
2.1 语言发展的理论 3
2.1.1 先天决定论 3
2.1.2 后天学习论 3
2.1.3 环境与主体相互作用论 3
2.2 语言发展的关键期假设 4
2.2.1 关键期假设的理论基础 4
2.2.2 关键期假设的具体内容 4
2.3 学前儿童语言发展的阶段特征 5
2.3.1 学话萌芽阶段（9-12个月） 5
2.3.2 正式开始学话、单词阶段（12-18个月） 5
2.3.3 简单句阶段（18个月-2岁） 5
2.3.4 复合句子的发展阶段（2-3岁及以后） 5
三、早期阅读对学前儿童语言发展的影响 5
3.1 对学前儿童词汇量的影响 5
3.2 对学前儿童语法结构的影响 6
3.3 对学前儿童口语表达能力的影响 7
3.4 对学前儿童阅读兴趣和习惯的影响 7
四、当前学前儿童语言发展与早期阅读存在的问题 8
4.1 教学目标单一、片面，过于强调认知 8
4.2 教学内容和方式缺乏创新 8
4.3 忽视早期阅读的多元价值 9
4.4 缺乏系统的阅读指导和支持 9
五、促进学前儿童语言发展与早期阅读的策略 10
5.1 明确教育目标，注重全面发展 10
5.2 创新教学内容和方法 10
5.3 重视早期阅读的多元价值 11
5.4 加强阅读指导和支持 11
六、结论 12
参考文献 14
本研究旨在深入探讨学前儿童语言发展与早期阅读的关系，并基于当前存在的问题提出有效的促进策略。首先，本文概述了学前儿童语言发展的理论基础，包括语言发展的理论模型、关键期假设以及学前儿童语言发展的阶段特征。这些理论为理解儿童语言发展的规律和机制提供了重要依据。本文分析了早期阅读对学前儿童语言发展的影响。研究发现，早期阅读不仅影响儿童的词汇量积累，还对其语法结构理解、口语表达能力和阅读兴趣和习惯产生显著影响。这些影响对于儿童的语言发展和阅读能力至关重要。当前学前儿童语言发展与早期阅读存在一些问题。教学目标往往单一、片面，过于强调认知而忽视其他方面的发展；教学内容和方式缺乏创新，无法满足儿童的多样化需求；同时，忽视早期阅读的多元价值，以及缺乏系统的阅读指导和支持，也制约了儿童语言发展的效果。为了解决这些问题，本文提出了促进学前儿童语言发展与早期阅读的策略。首先，应明确教育目标，注重儿童的全面发展，包括身体、情感、社会性、认知和创造力等方面。其次，应创新教学内容和方法，如跨领域融合、多元文化体验等，以满足儿童的多样化需求。同时，应重视早期阅读的多元价值，培养儿童的情感、想象力和审美能力。最后，加强阅读指导和支持，提供丰富的阅读材料、创设良好的阅读环境，并采用多样化的阅读指导方法，以促进儿童的语言发展和阅读能力。
关键词：学前儿童语言发展；早期阅读；教育目标；全面发展
Abstract
This study aims to explore in depth the relationship between language development and early reading in preschool children, and propose effective promotion strategies based on current problems. Firstly, this article provides an overview of the theoretical foundation of language development in preschool children, including the theoretical model of language development, the critical period hypothesis, and the stage characteristics of language development in preschool children. These theories provide important basis for understanding the laws and mechanisms of children's language development. This article analyzes the impact of early reading on language development in preschool children. Research has found that early reading not only affects children's vocabulary accumulation, but also has a significant impact on their understanding of grammar structure, oral ex pression ability, reading interests and habits. These impacts are crucial for children's language development and reading ability. There are some problems with the language development and early reading of preschool children at present. The teaching ob jectives are often single and one-sided, emphasizing cognition too much and neglecting the development of other aspects; Lack of innovation in teaching content and methods, unable to meet the diverse needs of children; At the same time, the neglect of the diverse values of early reading and the lack of systematic reading guidance and support also constrain the effectiveness of children's language development. To address these issues, this article proposes strategies to promote language development and early reading in preschool children. Firstly, educational goals should be clearly defined, emphasizing the comprehensive development of children, including physical, emotional, social, cognitive, and creative aspects. Secondly, innovative teaching content and methods should be developed, such as interdisciplinary integration and multicultural experiences, to meet the diverse needs of children. At the same time, attention should be paid to the diverse values of early reading, and children's emotional, imaginative, and aesthetic abilities should be cultivated. Finally, strengthen reading guidance and support, provide rich reading materials, create a good reading environment, and adopt diverse reading guidance methods to promote children's language development and reading ability.
Keywords: Language development of preschool children; Early reading; Educational ob jectives; Comprehensive development
目录
一、绪论 1
1.1 研究背景及意义 1
1.2 国内外研究现状 1
1.3 研究目的及内容 2
二、学前儿童语言发展的理论基础 3
2.1 语言发展的理论 3
2.1.1 先天决定论 3
2.1.2 后天学习论 3
2.1.3 环境与主体相互作用论 3
2.2 语言发展的关键期假设 4
2.2.1 关键期假设的理论基础 4
2.2.2 关键期假设的具体内容 4
2.3 学前儿童语言发展的阶段特征 5
2.3.1 学话萌芽阶段（9-12个月） 5
2.3.2 正式开始学话、单词阶段（12-18个月） 5
2.3.3 简单句阶段（18个月-2岁） 5
2.3.4 复合句子的发展阶段（2-3岁及以后） 5
三、早期阅读对学前儿童语言发展的影响 5
3.1 对学前儿童词汇量的影响 5
3.2 对学前儿童语法结构的影响 6
3.3 对学前儿童口语表达能力的影响 7
3.4 对学前儿童阅读兴趣和习惯的影响 7
四、当前学前儿童语言发展与早期阅读存在的问题 8
4.1 教学目标单一、片面，过于强调认知 8
4.2 教学内容和方式缺乏创新 8
4.3 忽视早期阅读的多元价值 9
4.4 缺乏系统的阅读指导和支持 9
五、促进学前儿童语言发展与早期阅读的策略 10
5.1 明确教育目标，注重全面发展 10
5.2 创新教学内容和方法 10
5.3 重视早期阅读的多元价值 11
5.4 加强阅读指导和支持 11
六、结论 12
参考文献 14
