| In recent years,children's reading has received wide attention from the whole society.Various forms of children's reading promotion activities have been carried out throughout the country.However,the existing research perspective of children's reading promotion focuses on urban children,and the research field is rarely deepened in rural areas.The study of rural left-behind children's reading promotion is even rarer.In the era of deepening reading for all citizens,how to ensure the basic reading needs of rural left-behind children has gradually become a hot topic of social concern.Therefore,this research will focus on the rural left-behind children,and focus on the construction of reading promotion system for rural left-behind children.It aims to enrich the theory of library science and at the same time provide a guiding role for rural left-behind children in reading promotion.This effectively promotes the reading promotion work of rural left-behind children in China.There are currently more than 810.000 left-behind children in rural areas of Hunan Province.This study selected eight districts and counties with concentrated rural left-behind children in Hunan Province to carry out field research on their reading time,reading interest,reading style,reading environment,reading needs,and access to books,to deeply explore the factors affecting extracurricular reading of rural left-behind children in Hunan Province.Based on field research,it is found that the following problems exist in the reading of rural left-behind children in Hunan Province:First,the use of leisure time is irrational.Compared with reading interest,the difference between reading time and leisure time is obvious.The guardian failed to make reasonable use of leisure time to carry out reading activities.Second,narrow access to extra-curricular reading materials.The basic public cultural institutions such as the village cultural station and the farmer's book house have not provided enough reading support for rural left-behind children.The third is the lack of guidance on the choice of reading materials.Selecting extra-curricular reading materials according to one's own preferences will,to a certain extent,lead to imbalances in reading structure among rural left-behind children.Fourth,reading promotion activities have not yet been popularized.The form of reading promotion activities in rural areas is relatively simple.Left-behind children cannot enjoy reading through reading activities.In view of the current predicament of rural left-behind children in Hunan Province,learn from the successful experiences of Chongqing Library's“Dandelion Dream Bookstore”project and Guizhou Provincial Library's“New Bu Ke Book House”children's reading promotion service project,this study takes the four major elements of children's reading promotion—the subject,the object,the method,and the object as the theoretical support,and builds a reading promotion system for rural left-behind children in Hunan Province.It attempts to develop a feasible strategy for the reading promotion of rural left-behind children in the area.In the reading promotion system for rural left-behind children in Hunan Province constructed in this study,the main body of reading promotion should include public institutions such as public libraries,grassroots public cultural institutions,rural left-behind children care service position,publishing institutions,and public welfare organizations.The objects of reading promotion should involve the construction of grassroots libraries(corners),the promotion of reading curricula in rural areas,the preparation of guide books,and the guidance of digital reading resources acquisition.In addition to regular storytelling sessions,speech contests,and reporting sessions,reading promotion methods should also implement library social practice activities for rural left-behind children.Reading promotion targets should not only include rural left-behind children,but also cover rural guardians of left-behind children and rural teachers. |
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