| With the coming of the era of "reading for all",the whole book reading has come into people’s vision.The Ministry of education has made clear regulations on the tasks,methods and contents of the whole book reading in each learning section.However,from the reality,the whole book reading situation of junior middle school students in rural areas is not optimistic,especially the left behind children in the early rural areas,because of the special situation of their families,they are in the aspects of psychology,behavior and learning.There are many problems,which affect their reading of the whole book.In order to improve their reading situation of the whole book and promote their healthy development of psychology and personality,the author,by means of questionnaire and interview,investigates the reading situation of the whole book of the left behind children in the junior middle school of Wuli nine year school in Huai’an City,finds out the problems existing in the reading of the whole book of the left behind children in the rural junior middle school,and studies a series of more perfect and feasible problems from the perspective of teachers to guide the left behind children in rural junior middle school to read the whole book.The content of this paper is as follows:The first part is the introduction part,which introduces the research background and the purpose of the topic,and finds the theoretical support,then defines the key concepts,and then focuses on the research status at home and abroad,summarizes the experience based on a large number of reading related literature,and determines its own research ideas and methodsThe first chapter is the author’s investigation on the reading situation of the whole book of the left behind children in the junior middle school.On this basis,the author points out the existing problems in reading interest,reading habits,reading quantity,reading skills,reading environment and reading guidance of the left behind children in the rural junior middle school,and analyzes the reasons.The second chapter is the author’s corresponding countermeasures from six aspects: interest cultivation,teaching methods,reading guidance,supervision of reading,implementation of evaluation and the establishment of family school social association.The third chapter summarizes the gratifying achievements in reading interest,reading quantity,reading ability and reading taste,and reflects on the problems and difficulties in practice.The last part is the conclusion.On the one hand,it points out the practical significance of this study for the rural junior middle school in Northern JiangsuProvince,and points out the shortcomings of this paper,which will lay the groundwork for the follow-up study. |
