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摘要：拼音读写在幼儿园的开展是为幼儿顺利进入小学学习汉字的基础，在幼儿园开展的拼音读写活动首先是培养幼儿对拼音读写的兴趣。其次，减缓幼儿进入小学学习拼音读写的压力。鉴于此，本文通过观察法和访谈法，针对某幼儿园有效衔接班拼音读写开展进行观察和访谈，主要从幼小衔接班拼音读写活动开展的目标、活动内容、活动方法、教师的指导方式、幼儿表现、活动效果等多个角度进行现状分析，并分析形成的原因。在此基础上，提出关于幼小衔接班拼音读写活动合理、有效的开展建议：拼音读写活动目标时要小步化；拼音活动内容要生活化；拼音读写活动方法要趣化；教师指导行为要用鼓励和表扬的方式。36899
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毕业论文关键词：幼小衔接班；拼音读写活动；目标;内容
The Problems and Countermeasures of the Interface between Kindergarten and Primary School Pinyin Literacy Activities
Abstract: pinyin reading and writing is important, which is the basis of studying Chinese characters for students in to get access to them easily after entering primary school successfully There are several reasons to practice pinyin reading and writing. First, it is obvious that young students can be more interested in pinyin by the activity of practicing how to read and write pinyin. Besides, it has an efficient influence in reducing the pressure caused by complicated pinyin reading and writing when they are in primary school. Because of this, this paper aims to adopt the two methods, focuses on the observation and interview about the situation how some kindergarten classes teach pinyin reading and writing. Moreover, this thesis mainly analysis the situation from the perspective of the objectives of reading and writing activities, the content of this activity, activity strategy, the manner how to guide students to acquire pinyin and then draw a conclusion what causes this phenomenon. Based on this, I will give some reasonable, useful and efficient suggestions that when carrying the activity of reading and writing pinyin, whose aim had better be specific and emphasis every step; the content of which should have connection with a strong daily life ; the way to function this activity can at least make students feel interesting and relaxing; and teachers should give different offers face to different problems.
Keywords: The Interface between kindergarten and primary school; Pinyin literacy activities; Goals; Content
目 录
摘要 1
Abstract. 2
一、幼小衔接班和拼音读写的概述 3
二、拼音读写活动开展存在的主要问题及原因分析 4
（一）拼音读写活动目标制定不合理 4
（二）拼音读写活动内容单一 4
（三）拼音读写活动方法枯燥 5
（四）教师指导方式不科学 6
（五）活动效果不好 7
三、幼小衔接班有效开展拼音读写活动的建议 8
（一）活动目标要小步化 8
（二）活动内容要生活化 8
（三）活动方法要趣化 9
（四）活动指导要用鼓励和表扬的方式 10
参考文献 10
附录I 11
附录II 12
致谢 13
幼小衔接班拼音读写活动开展的问题及对策
近年来，随着教育研究的不断深入，人们更加关注教育阶段之间的有效衔接。我国对幼小衔接的研究也是有增无减。但是，也有学者认为幼儿的认知水平过低，在幼儿园进行拼音读写活动不现实。虽然有些学者认为在幼儿园开展拼音读写活动不现实，但是由于一些原因，拼音读写活动在幼儿园进行了。拼音读写在幼小衔接班开展中出现了一些问题，幼儿容易混淆一些相似的字母，比如像“t和f”“p和q这样的相似字母容易写反。在进行开展拼音读写时由于目标不明确，有的教师单纯的追求数量忽略了质量，在《中国青年网》中也提到了有关拼音读写的问题，拼音读写要学，但方法是一个问题。在当前已经开展的拼音读写活动中，大部分幼儿园教师只是单纯的读、写，幼儿虽然花了大量的时间进行学习，但学习的效果却不尽人意。拼音读写是认识汉字的基础，是学好语言文化的基础和支柱，因此，笔者根据结合实习期间观察幼儿在幼小衔接班开展拼音读写活动中出现的问题，并结合观察法和访谈法分析出现问题的原因，提出合理、相应的建议。以使拼音读写活动的开展变的有吸引力，让幼儿对拼音读写产生兴趣，让幼儿能更好地掌握拼音读写的能力。