2019年学前教育宣传月的主题是“科学做好入学准备”，并明确提出将其作为幼儿园“去小学化”的重要举措，“读写准备”作为入学准备的重中之重，成为幼小衔接中的关键一环。

本研究是针对多模态识读视角下，大班幼儿读写准备及支持策略的研究，从现状和支持策略两部分入手，构建了五个核心研究内容，1.基于幼小政策文本，研究大班幼儿读写衔接现状；2.基于新版部编语文教材变化，研究大班幼儿读写衔接现状；3.小学教师视角下，大班幼儿读写准备支持策略；4.幼儿家长视角下，大班幼儿读写准备支持策略；5.幼儿园层面，大班幼儿读写准备支持策略。本研究主要采用文献法、文本分析法、访谈法以及观察法展开研究，并将资料放入Nvivo12中进行编码分析。

研究结果主要从现状研究和支持策略研究两部分展开。具体研究结果如下：

首先，现状研究的第一部分是通过分析两个学段的政策文本，研究大班幼儿读写衔接现状。研究发现：幼儿园与小学低年级读写目标和读写内容衔接坡度较大，在提炼出的17个对比条目中，有10个条目不衔接；

其次，现状研究的第二部分是基于小学教师视角，通过访谈法，研究读写准备衔接现状。研究发现：一方面新版部编语文教材对幼儿园读写准备带来新挑战，分别是：1.由“拼音-识字”到“识字-拼音-识字”的调整加大了衔接的难度。2.识字编排顺序的调整让低年级学生从一开始就接触复杂字，加大了低年级识字难度，为低年级入学适应带来挑战。3.新版部编语文教材无论在识字还是课文的编排上，均出现高年级内容下放至低年级的现象，对低年级阅读量和阅读能力提出双重要求。4.新版语文教材中古诗词比重增加，更加凸显国学底蕴，回归传统文化。5.新教材更加强调语文素养的提升，凸显教学法的灵活性和教学内容的综合性，知识性的内容有所减少，素质教育的理念体现的更为明显。另一方面，小学低年级学生读写适应也存在一些常规性问题，分别是：1.读写知识和读写能力个体差异性比较大；2.书写习惯和书写姿势不规范。3.积极的学习品质的缺乏严重制约低年级学生读写发展，甚至入学适应，其中以专注力缺乏和坚持性不够最为突出。4.影响学生读写适应的外在因素，如小学低年级“包班制度”、小学低年级非教学性活动繁多以及大班额问题，这些都会导致教师工作强度大，工作节奏快，班级师生比高，间接影响学生的读写衔接。

最后，是多模态识读视角下，大班幼儿读写准备支持策略的研究，基于布朗芬布伦纳的生态系统理论，支持策略主要从小学教师、幼儿家长、幼儿园三方视角进行研究，研究结果如下：

第一，小学教师视角下，大班幼儿读写准备支持策略，分别是：1.认写分流，多认少写——积累一定的读写知识；2.顺其自然，有意为之——养成读写兴趣与习惯3.追根溯源，切中肯綮——培养积极地学习品质；

第二，幼儿家长视角下，大班幼儿读写准备支持策略，分别是：1.除旧立新：树立多模态读写准备观念。分别包括①及时识别并巧妙利用幼儿识字敏感期；②对是否要帮助幼儿指读文字应该秉持顺其自然的态度，以幼儿兴趣为导向；③在识字途径上应摒弃单一识字途径，既要读绘本等“有字之书”，又要读“自然社会”中的“无字之书”，更加注重幼儿的识字体验而非识字内容本身，倡导生活识字、游戏识字；④关于前书写，家长应该秉持创造机会，欣赏鼓励的态度和观念，与书写内容量和书写的精美性相比，更加强调书写的规范性，如握笔姿势、书写坐姿、书写笔顺，同时强调书写过程中的积极情绪体验。2.润物无声：营造良好的家庭读写环境，包括家庭读写精神环境和家庭读写物质环境两大部分。3.顺势而为：开发利用家庭内外多模态读写资源，其中既包括家庭内部多模态资源的开发，又包括家庭外部多模态资源的利用；4.为我所用：巧用多种形式的读写互动策略，其中包括①互动式、启发式、游戏性亲子阅读策略；②以画代写，以画促写的前书写支持策略；③接受并支持幼儿反复阅读同一内容。

    第三，幼儿园层面大班幼儿读写准备支持策略，分别是：1.文化引领：打造“书香乐园”文化体系；2.制度保障：建立“三位一体”教研体系；3.环境浸润：贯通“有字之书”与“无字之书”；4.领域融合：搭建以绘本为主线的主题网络课程。5.多模态识读视角下，大班幼儿读写准备具体支持策略。

    在第五章的综合讨论部分，对研究结论进行汇总并反思了研究中存在的不足，分别是：1.关于多模态识读的研究不够深入。2.研究方法和资料分析的方式较为单一。3.研究样本相对较少，有待进一步扩大研究范围，验证结论的信度。4.缺乏对多模态识读视角下读写准备支持策略的干预研究。

The research results are mainly carried out from two parts: the status quo research and the support strategy research.The research results are as follows:

First of all, the first part of the current study is to study the reading and writing cohesion of children in senior class by analyzing the policy text of the two sections.The study found that the literacy objectives and  literacy contents of the kindergarten and the lower grade of primary school had a large slope of cohesion, and 10 of the 17 comparison items were not cohesive.

Secondly, the second part of the current study is based on the perspective of primary school teachers, through the interview method, to study the current situation of literacy preparation.The research found that: on the one hand, the new edition of Chinese textbooks brought new challenges for literacy readiness of kindergarten, The challenges are as follows:1.The adjustment that from "pinyin-literacy" to "literacy-pinyin-literacy" in the new edit of textbook increased the difficulty of cohesion.2. The change of the order of literacy arrangement makes the junior students learn complex words from the very beginning, which increases the difficulty of literacy in the junior students ,which makes it harder for the junior students to transition.3.The new edition of Chinese textbooks, whether in literacy or text arrangement, has the phenomenon that the content of the senior grade is transferred to the junior grade, which puts forward double requirements on the reading amount and reading ability of the junior grade.4.The proportion of ancient poetry in the new version of Chinese textbooks has been increased, which highlights the traditional culture and returns to the traditional culture.5.The new textbook lays more emphasis on the improvement of Chinese literacy, highlighting the flexibility of teaching methods and the comprehensiveness of teaching contents. The content of knowledge has been reduced, and the concept of quality-oriented education is more obvious.

On the other hand, there are some routine problems in the literacy adaptation of the lower grade students, which are:1.There are large differences between individuals in literacy knowledge and literacy ability;2.Writing habits and writing posture are not standard.3. The lack of positive approach to learning restricts the literacy development seriously and even the admission adjustment of junior students.Among them, lack of concentration and persistence are the most prominent.4. There are also some external factors that affect students' literacy adaptation , such as the "package class system" in the lower grades of primary schools, a large number of non-teaching activities in the lower grades of primary schools, and the number of large classes, which will lead to the high intensity of teachers' work, a fast pace of work, and a high ratio of teachers to students, which will indirectly affect the literacy transition of students.

The last part of the research is on the support strategies of literacy readiness from the perspective of multi-mode literacy. Based on the ecosystem theory of brumphinbrunner, the support strategy is mainly studied from the perspectives of primary school teachers, parents and kindergartens. The research finds that:

First, the support strategies of literacy readiness from the perspective of primary school teachers are as follows: 1. Read and write shunt, read more and write less -- accumulate certain reading and writing knowledge; 2. Go with the flow and be intentional -- develop an interest and habit in reading and writing.3. Go to the root and get to the heart of the matter -- cultivate the positive approach to learning ;

Second,the support strategies of literacy readiness from the perspective of young children’s parents are as follows:1.Remove the old and establish the new concept: establish the concept of multi-mode literacy readiness.①Timely identification and clever use of children's literacy sensitive period;②Parents should hold a nature attitude of whether to help children to read the text,which should be guided by their children's interests;③In terms of the way of literacy, we should abandon the single way of literacy. We should not only read "books with words" such as picture books, but also "books without words" in "natural society". We should pay more attention to children's literacy experience rather than the content of literacy itself, and advocate literacy in life and games.④Parents should uphold the creation of opportunities, appreciate the attitude and concept of encouragement, and write the volume and the exquisite writing in terms of pre-writing , more emphasis on the normative writing, such as the right posture to hold the pen,the right posture to sit and write,What’s more,the basic strokes and correct stroke orders should also be stressed. In the meantime, emphasizing the positive emotional experience in the process of writing.2.Environment infiltration: create a good family reading and writing environment, including spiritual environment and material environment.3.Follow the trend:develop and utilize the multi-mode literacy resources inside and outside the home,including both the development of multi-mode resources inside the home and the utilization of multi-mode resources outside the home;4. All for me: use multiple forms of literacy interaction strategies,① Take the interactive, heuristic, play-based parent-child reading support strategies ②Take the pre-writing support strategies such as by drawing instead of writing, drawing to promote writing ;③Accept and support children to read the same content repeatedly.

Third,the support strategies of literacy readiness from the perspective kindergarten are as follows:1.Cultural guidance: create a cultural system of "book paradise";2.System guarantee: establish the "trinity" teaching and research system;3.Environment infiltration: through the "book with words" and "book without words";4.Domain integration: build theme courses with picture books as the main line;5.The specific strategies of literacy support of senior class children from the perspective of multi-mode literacy.

The fifth chapter is the comprehensive discussion part, which summarizes the research conclusions and reflects on the deficiencies in the research. 1.The research on multi-modal literacy is not deep enough.2.The research methods and data analysis methods are relatively single.3.The research scope needs to be further expanded to verify the reliability of the conclusion because of relatively few research samples.4.Lack of intervention studies on literacy readiness support strategies from the perspective of multi-modal literacy.