parent-child reading

As one important way of family reading education, parent-child reading refers to a family education activity in which parents and children read together in the families. This kind of reading has special meanings for children in developing body and mind.

亲子阅读活动作为家庭阅读教育的一种重要形式，是指父母与孩子在家庭中开展的以阅读指导为主要内容的家庭教育活动，它对于儿童身心成长具有特殊意义。

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The author thinks that, good parent-child reading; first of all need to pay attention to parent-child reading of both sides, namely "parents" and "junior students".

笔者认为，良好的亲子阅读，首先需要对亲子阅读的双方，家长与低年级学生进行关注。

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"Parent-Child Reading" originated from the New Zealand, then it is gradually adopted and put into practice by other counties.

亲子阅读一词起源于新西兰，随后被世界各国所采用并积极实践。

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Parent-child reading usually takes place right before sleep on the bedside. It may last 20 minutes, three or four times a week.

亲子阅读的时间一般持续20分钟，一周3～4次，以睡前阅读居多。

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Based on the previous studies of parent-child reading at home and abroad, this paper inquires into the present conditions of parent-child reading for preschoolers aged between 3 and 6 in Guilin by using quantitative and qualitative method.

基于此，本研究在借鉴国内外亲子阅读研究成果的基础上，以桂林市3～6岁幼儿家庭为研究对象，采用量化研究和质化研究相结合的方法，探讨亲子阅读的现状。

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The typical related analyses show that the activity of parent-child reading largely depends on the culture capital of the family. The physical, objective and systematic culture capital is very important in parent-child reading activities.

通过典型相关分析，揭示出家庭文化资本与亲子阅读活动有显著相关，家庭身体化、客体化和制度化文化资本对亲子阅读活动都会产生重要影响。

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Parent-child reading plays an important role in children's reading and gowing.

亲子阅读图画书，对于孩子的阅读与成长有着十分重要的作用。

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Studies of Parent-child Shared-book Reading in Abroad

国外关于亲子分享阅读及其影响因素的研究综述

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We provide professional, safe, self-design and distinguished services of parent-child reading, arts cultivation, family cultural entertainment to families.

玖果为高端文化家庭提供儿童亲子阅读、儿童艺术培养、家庭文化休闲等专业、安全、自主、尊贵的服务。

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Parent involvement, family education and give full play to develop a reading habit in a good role in further consolidating the good results of school education, and culture and uphold the power of the daily routine of training on reading plays an important role in the consolidation.

家长的介入，充分发挥家庭教育在培养阅读习惯中的良好作用，进一步巩固学校教育的良好成果，并在坚持力的培养及日常阅读常规的培养上起着重要的巩固作用。

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While implementing the parent-child reading activity, some parents' knowledge structures are not complete, lacking knowledge in linguistics, cognitive psychology, reading psychology and pedagogics.

部分家长实施亲子阅读教育活动的知识结构不够完整，缺乏语言学科、认知心理学、阅读心理学、教育学方面的知识。

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A parent or teacher should bring home to children the value and pleasure of reading.

父母或师长应该使孩子们了解读书的价值与乐趣.

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However, parent-child reading in primary school should be more than this, with the emphasis on the improvement of reading ability.

然而，小学阶段对亲子阅读的要求不限于此，它同时也强调孩子阅读能力的获得。

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First of all, the indifferent consciousness of parent-child reading in our country, family reading only pay attention to the mother and child reading, ignore the father.

首先，我国亲子阅读意识淡泊，家庭阅读只注重母子阅读，忽视父亲参与。

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In investigating particular situation of implementing parent-child reading activity, the study is done from time and frequency of the activity, reading materials' choosing and using, and reading ways and methods.

在亲子阅读活动实施的具体情况调查方面，本研究主要从活动开展的时间与频率、阅读材料的选择和使用、阅读方式方法的选用这三方面考察其具体的开展过程。

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Head teacher style is the most influence on pupil's general-school, reading, parent relations, and general self.

它对小学生自我概念中的学校一般表现、阅读、亲子关系和一般自我等维度的效应很强，对数学、生理、同伴关系维度的效应稍弱，而对运动能力维度没有效应。

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In the aspect of reading at home, we advice pupils' parents to improve their family physical reading environment, text environment and their attitude on parent-child reading.

在家庭阅读环境方面，我们建议学生父母在家庭物理环境，家庭文本环境，亲子共读做出努力。

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Researcher Selected 90 pair of parent-child homogeneity after the interviews and questionnaires and carried on 6 month-long parent-child reading follow-up studies.

经过访谈问卷选取了90对亲子同质被试，进行了为期6个月的亲子阅读追踪调查。

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Firstly, research background is stated from the perspectives of the necessity and urgency of parent-child reading in primary school. Secondly, theoretical significance and practical value of parent-child reading in primary school are presented.

首先从小学亲子阅读的必要性和现实紧迫性两方面介绍了研究背景，接着阐述了小学亲子阅读的理论意义和现实价值，并对相关概念进行界定。

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Parent-child reading refers to an activity of reading proper materials of parents and children together.

亲子共读是指成人和孩子共同参与的一种阅读活动。

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Fortunately, parents and children both take positive attitudes towards parent-child reading, and they like reading with each other.

可喜的是，幼儿和家长都对亲子阅读抱有积极的态度，孩子喜欢和家长一起看图讲故事，家长也喜欢和孩子一起阅读讨论。

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Nowadays, Parent-Child reading is very popular. It's an important method of developing children's reading ability and reading sense.

亲子阅读，是当下备受推崇的一种阅读方式，是培养少年儿童阅读能力和阅读素养的重要方法。

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A Research on the Relation between Parent-child Shared Book Reading and Children's Early Reading Ability

亲子分享阅读与儿童早期阅读能力的关系研究

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Throughout the investigation and the case studies on the parents' guiding strategy, we understand the overall situation of the parent-child reading and its specific process.

现状调查和家长指导策略的个案研究，让我们把握了亲子阅读的总体情况与具体过程。

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This research focuses on the types of parent-child reading and the influence upon children's emergent literacy development.

本研究着重探讨亲子阅读类型以及不同亲子阅读类型对孩子阅读能力发展所产生的影响。

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Parent-child reading, as an essential component of the early reading, emphasizes the interactive communication between parents and children. It bears a special significance for the physical and mental growth of children.

亲子阅读作为早期阅读的重要组成部分，是一种强调亲子间互动的阅读方式，它对于幼儿的身心成长具有特殊的意义。

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The family is the first stop of the child growing, and the parent-child reading is the starting point about the lifetime study of children.

家庭是孩子成长的第一站，家庭中的亲子阅读是孩子一生学习的起点。

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Related researches have revealed that age 3 to 8 was a key period for the development of children's basic reading competence, and parent-child reading is a key means for early reading education which is significant to the cultivation of preschoolers' reading competence.

有关研究表明3～8岁是儿童学习基本阅读能力的关键期，早期阅读教育对学前儿童培养阅读能力的发展十分重要，而亲子共读是实施早期阅读教育的基本形式之一。

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Most parents have a scientific cognition in parent-child reading, so they can pay more attention to creating a better environment for parent-child reading and using multiple guiding strategy.

多数家长能够科学认识亲子阅读，注重创设亲子阅读环境，使用多元的指导策略，但实施亲子阅读的主动性较差。

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Some mothers think that parent-child reading is just a process that parents read and children listen, while there is no asking, conversation, or interaction with children.

还有的母亲认为亲子阅读就是家长读孩子听，中间没有提问和对话，和孩子没有互动，其过程比较单调乏味，不能引起孩子阅读的兴趣。

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