A Study On Differences In Borrowing Behavior Among Primary And Secondary School Students

Reading is of great importance to personal development.It is essential for one's growth and progress,especially for climbing the journey of science.Reading research is a hot topic in the academic world.Readers of different ages have different characteristics in their borrowing needs and preferences.Especially,the special way of thinking and growing psychological cognition of primary and middle school students make their borrowing behavior have particularity.When public libraries guide primary and middle school students to read,planners and executors need to have a deep understanding of their borrowing behavior and borrowing tendency.Only in this way can they correctly guide primary and middle school students to read and improve the resource utilization efficiency and service level of public libraries.This paper makes a statistical analysis of the paper books borrowing data of primary and middle school students in Shanghai urban public libraries,so as to explore the gender differences,period differences,time differences and borrowing tendency differences of primary and middle school readers' borrowing behavior.The K-means clustering is used to classify the amount of books borrowed according to high,medium and low frequency,and to explore the distribution and group difference of the books with different borrowing frequency in the Chinese cartographic method.The paper points out that the difference of learning period has a significant effect on the reading preference and borrowing behavior of primary and secondary school readers,and the amount of borrowing decreases with the increase of learning period.There are regional differences in the amount of borrowing by primary and secondary school students.Better economic and cultural facilities and conditions can promote readers' reading,and their borrowing behavior has the characteristics of spatial accessibility,and they prefer to borrow nearby.The students in the city's key schools have a high enthusiasm for extra-curricular reading,and the amount of borrowing of primary and middle school students is greatly affected by the school they attend.From the perspective of borrowing time,the borrowing amount of primary and middle school students is greater on weekends than on weekdays.The time difference of primary school students' borrowing behavior is significant,while the time difference of middle school is small.The gender difference has a certain influence on the reading interest and preference of primary and middle school students,and the difference is becoming more and more significant.The total amount of literature books is the largest,among which the reading interest of readers is mainly Chinese literature,taking into account European and American literature,and the borrowing coverage of classic books is low.In addition,this paper introduces the concept of exclusive books and points out that the interest of primary and middle school students in borrowing exclusive books is quite different.Finally,according to the matching statistics of book borrowing frequency and recommended books,primary and secondary school readers borrow less basic reading lists.Based on the difference analysis of different reader groups,the paper puts forward the hierarchical guidance strategy,personalized guidance strategy and book list guidance strategy,and divides the reader groups into learning sections for reading guidance respectively.Libraries and schools push students to read.According to the time difference,make manpower arrangement in the peak period of borrowing.Setting up reading areas,etc.;The library works together with experts to make book lists,and makes dynamic recommended books or books recommended by students based on the library collection,so as to promote the public library to better serve readers and correctly guide primary and middle school students to read.