本研究以就读于Y市两所不同性质的幼儿园的156个家庭为研究对象，主要调查了学前儿童家庭读写环境的现状以及不同背景变量在家庭读写环境上的差异情形。由家长填写调查问卷，包括：家庭基本信息和家庭读写环境现状。其中家庭读写环境又细分为家庭读写资源、家长读写态度与习惯和家庭读写活动三个维度。最后通过对所得资料进行描述性统计、独立样本T检验和单因素方差分析可知：1.家庭读写环境尚可，家长对幼儿读写活动的态度较支持，但自身的读写行为习惯欠佳。2.家庭读写资源普遍比较丰富，SES较低的家庭为幼儿提供的资源更丰富。3.家庭读写活动以成人发起的读写活动互动为主，亲子阅读活动中使用图书馆或书店的频率不高。综合以上结果，本文提出了相应地教育建议以期提高Y市的家庭读写环境质量。

In this study, 156 families of different kindergartens in Y city were studied. The status of the reading and writing environment of preschool children and the differences in the reading and writing environment of different background variables were investigated. The questionnaires were filled by parents, including the basic information of family and the environment of family literacy. Family reading and writing environment is divided into three dimensions: family literacy resources, parents' reading and writing attitudes and habits, and family literacy activities. At last, through descriptive statistics, independent sample T test and single factor analysis of variance, it is found that 1. families are still able to read and write, parents are more supportive to children's reading and writing activities, but their reading and writing habits are not good. 2. family literacy resources are generally relatively rich, SES low families provide more resources for children. 3. family literacy activities are mainly based on adults' reading and writing activities. The frequency of using library or bookstore in parent child reading activities is not high. Based on the above findings, this paper puts forward corresponding educational suggestions in order to improve the quality of family literacy in Y city.