本篇论文目录导航：
【题目】小学亲子阅读问题探析
【绪论】小学亲子阅读的影响因素探究绪论
【第一章】小学亲子阅读基本概念界定
【第二章】小学亲子阅读的个案研究
【第三章】小学学校亲子阅读中存在的问题
【第四章】小学亲子阅读存在问题的归因分析
【第五章】小学亲子阅读的推进策略
【结语/参考文献】小学阶段亲子阅读推进研究结语与参考文献
目录
摘要
Abstract
绪论
一、研究背景
二、研究意义
三、文献综述
四、研究内容
五、研究方法
第一部分基本概念界定
一、阅读
二、亲子阅读
三、小学亲子阅读
第二部分小学亲子阅读的个案研究
一、小学亲子阅读的案例描述
（一）家庭背景介绍
（二）家庭阅读环境
（三）亲子互动状况
（四）儿童自身因素
二、小学亲子阅读的案例分析
（一）小学亲子阅读理念
（二）小学亲子阅读指导策略
（三）小学亲子阅读的外部环境
（四）案例评析
第三部分小学亲子阅读中存在的问题
一、忽视小学亲子阅读的独特价值
二、小学亲子阅读材料选择具有盲目性
三、小学亲子阅读指导方法缺乏科学性
四、缺乏良好的小学亲子阅读环境
第四部分小学亲子阅读存在问题的归因分析
一、小学亲子阅读观念的获得
（一）亲子互动观念
（二）亲子阅读意识
（三）父亲参与程度
二、小学亲子阅读特点的把握
（一）小学生阅读特点
（二）家长的指导方法
三、家庭背景及阅读环境的创设
（一）家庭背景
（二）内部阅读环境
（三）外部阅读环境
第五部分小学亲子阅读的推进策略
一、树立正确的亲子阅读观念
（一）坚持亲子互动的理念
（二）明确亲子阅读的价值
（三）提高父亲的参与意识
二、明确小学亲子阅读的具体内容
（一）选择合适的小学亲子阅读材料
（二）以激发阅读兴趣培养能力为主
三、掌握小学亲子阅读的指导方法
（一）根据小学生特点选择指导方法
（二）采取灵活多样的指导方法
四、营造良好的亲子阅读环境
（一）优化家庭内部的阅读环境
（二）扩大亲子阅读的外围支持
结语
参考文献
致谢
摘要
亲子阅读是家庭成员开展的以阅读指导为主要内容的家庭教育活动，它对儿童的身心发展具有特殊意义，是建立“学习型”家庭的有效手段，也是走向学习社会的必然趋势。家庭教育在个体的成长中是不可或缺、伴随始终的，而亲子阅读作为家庭教育的重要形式，也不应在小学阶段戛然而止，而应当结合小学阶段儿童的年龄特征、个性心理以及阅读特点，积极开展小学亲子阅读活动。然而目前国内关于亲子阅读的研究主要集中在学龄前期，对于小学阶段的亲子阅读研究则相对薄弱。据此，本研究在借鉴国内外有关亲子阅读研究成果的基础上，以济南市某小学六年级学生家长为研究对象，综合运用文献研究、访谈、案例分析等方法对小学亲子阅读进行案例描述；发现其中存在的问题，并以此为据探讨小学亲子阅读的影响因素和小学亲子阅读的推进策略。
全文共分以几个部分：
绪论，说明本研究的选题缘由，阐述小学亲子阅读研究的理论意义和实践意义，并分别从亲子阅读的价值、影响因素、环境创设以及指导策略等方面对国内外文献进行梳理，从中发现研究的不足，进而明确本文的研究内容和研究方法。
第一部分，基本概念界定，包括阅读、亲子阅读以及小学亲子阅读的概念。
第二部分，小学亲子阅读的个案研究。首先对本文所选案例从家庭背景、家庭阅读环境、亲子互动状况以及儿童自身因素四个方面进行描述；接着从小学亲子阅读的理念、指导策略、环境支持等方面来分析案例。
第三部分，明确小学亲子阅读中存在的问题。根据案例中所反映的问题，结合小学亲子阅读现状，明确小学亲子阅读中存在的问题。
第四部分，探讨小学亲子阅读存在问题的归因分析。结合案例中所反应的小学亲子的实际状况，从而分析影响小学亲子阅读的相关因素，即小学亲子阅读观念的获得、小学生阅读的特点把握、家庭背景及阅读环境创设等都会影响小学亲子阅读的开展。
第五部分，小学亲子阅读的推进策略。通过对小学亲子阅读中存在的问题以及小学亲子阅读影响因素的分析，进而从小学亲子阅读的观念、具体内容、指导方法以及阅读环境四个方面提出推进小学亲子阅读的具体策略。
结语：反思本研究中存在的不足，为以后的研究积累经验；期望随着学习型社会的到来，小学亲子阅读甚至伴随孩子各个阶段的亲子阅读研究将会越来越细化，亲子阅读将会获得更多的理论支持和实践指导。
关键词：小学亲子阅读；存在问题；影响因素；推进策略
Abstract
Parent-child book reading is carried out by family members, which regardreading as the main contents of the family education activities. It is particularlymeaningful for children's physical and mental development, and is the effectivemeans to create “learning” family. Besides, it is also the trend towards the learningsociety. Home education is indispensable in individual growth. Parent-child reading isalso an important form of family education, which should not halt in elementaryschool. It should be carried out in elementary school actively, which should combinewith the age characteristics, personality psychology and reading characteristics ofchildren in elementary school. However, parent-child reading is focused on preschoolin domestic research, and is relatively weak in primary school. Accordingly, this studyis based on the results of parent-child reading at home and abroad. Parents of studentswho are in grade six of a primary school in Jinan City are the objects of the study.
Primary school parent-child reading case is described by reviewing literatures,interviews, case studies, and other methods. This study mainly explores theinfluencing factors and strategies of parent-child reading in primary schools byanalysis problems found in case.
The paper is divided into several parts as followed:
Introduction, it explains the causes of the present study and discuss theoreticaland practical significance of the research on parent-child reading in primary schools.
And the research contents and methods are obtained by analysis problems foundseparately from combing the value, influencing factors, environment, and guidingstrategies of the parent-child book reading in the literature.
The first part is basic concepts, including the concepts of reading, parent-childreading, and primary school parent-child reading.
The second part is case study of parent-child reading in primary school. Firstly,case selected is described in background of family, reading environment of family,parent-child interaction and own factors of children. And then the case is analysis inthe philosophy, guidelines, environmental support, and other aspects of primaryparent-child reading.
The third part is to identify the problems existing in parent-child reading inprimary schools. According to current situation reflecting from the case, problems inthe parent-child reading in primary schools are identified combined with the currentsituation of primary parent-child reading.
In the fourth part, the factors affecting the study of parent-child reading inprimary schools are studied. Factors, such as the concept of parent-child reading,characteristics of pupil reading, family background and reading environment, whichall affect parent-child reading in primary schools, are analyses combining with thecurrent situation of the parent-child reading in the case.
In the fifth part, the strategies to promote primary school parent-child reading arecome up. The strategies are come up with the concept of primary school parent-childreading, specific content, instructional methods and reading environment, which areobtained by analysis of the problems and influencing factors of parent-child reading inprimary schools.
Conclusion: The shortcomings of this study are reflected on, and experiences areaccumulated for later research. I hope with the arrival of a learning society, the reachof parent-child reading in primary school, even at all stages of children, will becomemore and more refined, then the parent-child reading will have more theory supportand practical guidance.
Key words: primary school parent-child reading; problems; factors; propulsionstrategy
