The Factors And Strategies Of Classics Reading Motivations For Junior High School Students

Reading is a kind of instinct and an important factor affecting the growth of junior high school students.The classical works have profound enlightening significance to life and play an imperceptible guiding role.With the rapid development of information technology,junior high school students ' habit,way and psychology of reading classical works are changing day by day.In the face of the classics,some people's desire is in depression,and their reading behaviors become passive.Reading initiative has indirect or direct influence on reading quality.This study works in a transition zone in a central province named Z,amd sets the junior middle school students as investigation objects.It mainly studies the structure of the classics reading motivations based on Self-Determination Theory,the relationship between the motivations and the negtive reading behaviors,the factors and the improving strategies.It aims at providing the reference on junior high school students classics reading's improvement,enhancing the degree of autonomy,improving their reading quality,putting forward opinions for teaching,deepening the reform of Chinese education.Based on the existing research,firstly,this study developes the scale of adolescents' reading classsics initiatively.Then,based on the scale,through questionnaire survey,in-depth interview,exploratory factor analysis,confirmatory factor analysis,variance analysis and other methods,it exploreds the structure of the classics reading motivations based on Self-Determination Theory,.The correlation between demographic variables,such as gender,grade,school and region,and intiative motivation in reading classics is determined.It finds out the other reasons.This study finds that there are different dimensions in classics reading motivations based on Self-Determination Theory,including three factors of "self-motivation" "value maintenance" and "personal development",which represent the degree of autonomy from strong to weak.Students of different grades and schools have significant differences in their motivations.Lower grade students' are higher than higher grade students',while key middle school students' are higher than ordinary middle school students'.The motivations are significantly different while the reading communication frequency and family are different.With the higher frequency of reading communication and the greater positive influence of family,the motivations are stronger.Students with different media preferences have significant differences in the motivations,and students who prefer paper reading have higher motivations.There is a negative correlation between the motivation and negative reading behavior.Reading communication and family influence influence negative reading behavior through the mediating effect of the motivation.In the innovation of the theory,this study finds that value maintenance reflect the autonomy motivation psychological traits more,rather than the controlled regulations psychological traits.And then,this study assumes that value maintenance also exists "dichotomy" :positive value maintaining and negative value avoiding.Maintaining a positive value has a positive effect on improving the motivations.This study discusses the influence of the social factors on the motivations,pays attention to the "reading communication activity",which is easily neglected,and confirms the importance of "reading communication activity" in improving the motivations of reading classics.In addition,this study further discusses the index weight of influencing factors of the motivations of reading classics.This study constructs a model of classics reading autonomy motivation.By taking the influencing factors as independent variables,reading motivation as mediating variables and reading behavior as dependent variables,it confirms the correlativities.In addition,it puts forward some active strategies to improve junior high school students ' reading motivations,such as "reshaping the conventional,integrated and progressive reading pattern;creating a reading environment full of books,;following the cognitive logic from heteronomy to self-discipline;expanding the practice path of studying and travelling",which are conducive to the improvement of Chinese teaching in schools.