摘    要 随着我国对早期阅读研究的开展，国内对此关注度不断提高，幼儿园内纷纷开展早期阅读教育。阅读环境作为早期阅读的影响因素之一备受关注，如何建立一个有助于幼儿阅读能力发展，支持幼儿园阅读活动展开的阅读环境成为研究者探讨的问题。在阅读环境关注度与日俱增的情况下，幼儿园现阶段阅读环境创设情况如何？现有的阅读环境是否为幼儿所喜欢，能够促进幼儿能力的发展？教师对于阅读环境的预设与幼儿所收到的效果之间是否存在偏差？为此本研究通过文献查阅、问卷调查、访谈、spss的研究方法，对9名教师、27名幼儿进行访谈，并对幼儿和教师发放问卷收集数据，根据阅读物理环境和阅读心理环境两方面对此进行分析。90039

研究表明，在阅读物理环境中教师在选择阅读区位选择时能够考虑安静度、采光度以及阅读面积等多方面的因素，并且尽量将每个因素都做到以幼儿为主体，从幼儿出发，适合幼儿；阅读材料和基础设备的投放体现出年龄阶段性，并且公共阅读环境材料和设备的投放较为丰富；空间环境的布置具有丰富，类型多样。但存在问题：班级阅读区位的选择在安静度方面仍有欠缺；阅读环境的基础设施的投放不够童趣，设备投放种类较单一；教师没有满足幼儿参与阅读空间布置的需求。在阅读心理环境方面成效有通过有效的规则制定与贯彻营造良好的阅读秩序。教师以幼儿为主体，指导方式直接与间接结合，为幼儿营造了阅读的自由度；阅读活动的开展具有多样性。问题有在营造阅读环境舒适度上有欠缺，幼儿渴望音乐的需求没有满足，影响阅读环境舒适度；阅读区规则制定幼儿参与度不如教师所期望的高，幼儿参与度过少；阅读延伸活动的形式较单一。

最后，本研究根据产生的问题提出相应的对策：增强教师对幼儿需求的关注；增强教师对阅读环境创设的认识；增强阅读环境中幼儿主体性；注意阅读延伸活动丰富性。

With the development of early reading research in China, the domestic attention has been increasing, and kindergartens have carried out early reading education。 As one of the influential factors of early reading, how to develop a reading environment that is helpful to the development of children's reading ability and support kindergarten reading activities has become a problem for researchers to explore。 In the context of increasing awareness of the environment, kindergarten at this stage to read the environment to create the situation? Is the existing reading environment liked by young children and can promote the development of children's abilities? Does the teacher have a deviation between the presupposition of the reading environment and the effects received by the child? In this study, nine teachers and 27 children were interviewed by literature review, questionnaires, interviews and spss research methods。 The data were collected from children and teachers。 According to the physical environment and the reading psychological environment, This is analyzed。

The study shows that in the reading of the physical environment, teachers in the choice of reading location to choose to consider the quietness, brightness and reading area and many other factors, and as far as possible to each factor to do as the main child, starting from the child, Children and children; reading materials and infrastructure equipment is reflected in the age stage, and public reading environment materials and equipment delivery is more abundant; space environment is rich in the layout, perse types。 But there are problems: the choice of class reading location in the quietness is still lacking; reading environment, the infrastructure is not enough play, equipment, a single type of delivery; teachers did not meet the needs of children to participate in reading space layout。 In the reading of the psychological environment, the effectiveness of the adoption of effective rules to develop and implement a good reading order。 Teachers to children as the main body, direct and indirect way to guide children to create a degree of freedom of reading; reading activities to carry out a variety of persity。 The problem is that there is a lack of comfort in creating a reading environment。 Children's desire for music is not met and affect the comfort of the reading environment。 Reading area rules are not as good as the teachers expect, and the children are too young。 Form more single。