Investigation On The Status Quo And Coping Strategies Of Middle And Senior Floating Children’s Extracurricular Reading

With the rapid development of China’s economy,a large number of people gather in economically developed cities,and these migrant workers take their children with them and migrate with their families in order not to let their children become left-behind children.This situation brings more and more migrant children to the residential areas,and these children are in urgent need of education.In addition,The reading ability of these migrant children has a certain gap compared with other students due to the difference of resources.Due to the difficulty in changing the family environment and the characteristics of students’ long school time,the improvement of migrant children’s reading ability can only rely on school teachers to a large extent.Therefore,teachers should be committed to understanding the difficulties existing in migrant children’s extracurricular reading,so as to explore feasible assistance strategies.This paper combines theory with practice and adopts the method of questionnaire survey and interview.The first part is the introduction,in which the research background,research purpose and significance,related concepts,literature review,research ideas and methods are summarized.The second part is an investigation of the status quo of extracurricular reading of floating children in primary school.It tries to sort out the real status quo of extracurricular reading of J School in Nantong city from the chart and make a basic analysis.The third part attempts to summarize the problems and find out the factors affecting these problems,mainly from the migrant children themselves,teachers’ reading awareness,family constraints,the popularity of school and social public reading resources are analyzed from four dimensions.The fourth part is the strategy exploration of teachers,families,schools and society to assist migrant children in extracurricular reading at the primary school stage.This part mainly discusses in depth from the level of teachers,families and society.Teachers put forward feasible suggestions from three aspects: assisting migrant children in the early stage of reading preparation,the management of the reading process and the inspection and expansion of the later stage of reading;Parents put forward suggestions from three aspects: attaching importance to ideology,providing an environment suitable for children to read,and building close family activities.At the school and social level,the reading cultural characteristics of the city where SCHOOL J is located are combined to provide a reference strategy for the schools where migrant children gather.The fourth part is the conclusion,which briefly summarizes the research of this thesis,puts forward the shortcomings of the research,and gives a good prospect for teachers to help migrant children to improve their reading ability after reading.