Research On The Problems Of The Countryside Left-behind Children’s Reading Environment

With the rapid development of knowledge economy, reading has become the fundamental approach for collecting and dealing with information, as well as knowing the world. Additionally, for the children, reading plays a more important role in people’s acquiring knowledge and exploring world, developing thinking and achieving aesthetic experience. In advocating national reading today, the status quo of China’s rural left-behind children in reading not only related to their healthy growth, but also greatly affect the national overall citizen reading level and citizen quality. Therefore, the development of education for rural children in reading is an important issue related to the overall quality of national and the development of nation as well.Their parents always stay outside for the job, so they can’t accompany beside the children with children’s growing up. this is a common problem facing the current rural education. education is closely related to reading environment problem, rural education is no exception. rural left-behind children’s reading environment influence factors are various, including family, school and society. this research is start from the family reading environment, school reading environment and social reading environment directions and find the mental and physical influence factors. The mental factors include the guardian,teachers and others attitude, guidance, reading habits and activities to left-behind children’s reading. The physical factors include the library resources, fixed the time and specific place of left-behind children’s reading activities. With reference to the influence factors of all aspects to formulate and improve the questionnaire and interview schedule.Through the questionnaire and case interviews and observation of the physical environment, the author made a deep research on the family, school and social reading environment about three primary and middle schools in Dongshan Town, Yueyang city.Base on the field investigation, the rural left-behind children reading environment is not optimistic. There are at least three problems: One is that home reading environment are bad. Parents habits of reading is not so good, not enough support on left-behind children’s reading activities, reading devices is not ideal. Second, school reading environment are not good. leaders and teachers ignore the importance of reading, there are books and materials are not enough, cultural activities on campus is inefficient in supporting reading, teacher’s reading habits are not ideal and they do not provide guidance to student’s reading, etc. Three is the social reading environment is poorer. rural culture isweak, related cultural activities is lack, farm house doesn’t work properly. Based on these findings, measures are proposed to improve the reading environment of left-behind children, from the three perspectives of the family, school and social.