目 录
一．创造一个开放的阅读坏境···················································2
（一）创造一个共读群，请有经验的家长长期定时为孩子上绘本课，使孩子对阅读产生兴趣·······················································2
（二）开展绘本公开课，邀请所有家长来学习交流共读经验·························3
（三）创建班级图书馆，并由孩子任小小图书管理员，家长任辅助管理员····3
（1）创造班级图书馆的意义在于幼儿··································3
（2）创造班级图书馆的意义在于家长··································3
二．采取多种互动方式展现绘本内容··································3
（一）亲子共制绘本内容有关的作品···································3
（二）.给孩子创造演绎绘本内容的机会·································4
(三)实践指导亲子共读绘本，学会“分享”阅读························4
（1）研究对象的确定···············································4
（2）研究内容的选定···············································4
（3）研究结果的反馈···············································4
三. 让绘本融入家庭生活············································4
（一）规定每日共读时间·············································4
（二）给孩子创造一个良好的读书氛围··································5
（三）给孩子创造更多的接触绘本的条件································5
参考文献···························································5
随着社会的进步，人们越来越重视教育的发展。与此同时，越来越多的家长开始意识到亲子共读绘本的重要性。图画书的英文为illustrated books,在日本叫做绘本。绘本不同于我们平常所讲的小人书，卡通书或其他有图有字的低幼读物，它对语言、图画及两者的构成形式有着特定的规范和要求。①日本儿童文学出版专家松居直做了非常形象的注解：‘文字+图画=带插图的书，文字X图画=
