Research On Evaluation Of Reading Promotion Activities Effect For Rural Left-Behind Children

Since 2013,the CPC Central Committee of China has attached great importance to"targeted poverty alleviation",cultural targeted poverty alleviation is a key area in targeted poverty alleviation,and it is also the transformation of my country’s public cultural service system to implement poverty alleviation strategies in impoverished areas.As an important component of the public cultural service system,the library has been actively promoting cultural poverty alleviation in poverty-stricken areas in the form of reading promotion,especially for left-behind children in rural areas.Reading promotion activities for them have become the focus of the library’s work.In the case of investing a lot of manpower and material resources,in order to show the value of activities and expand the impact of activities,the library attaches great importance to the evaluation of the effects of the activities carried out.The library academia has also paid attention to the importance of the evaluation of the effects of reading promotion activities,and has carried out a lot of research,has achieved relatively rich results.However,they mostly focuses on the reading promotion activities of university libraries and pay less attention to the reading promotion activities of left-behind children in rural areas.Therefore,study on the evaluation of the effects of reading promotion activities for left-behind children in rural areas is a strategic requirement for the country to successfully implement the cultural poverty alleviation policy and an important content for enriching the theoretical research on reading promotion.This article first attempts to construct an evaluation index system for the effect of rural left-behind children’s reading promotion activities from the perspective of participants,including activity awareness,participation satisfaction,participation benefit and activity recognition 4 primary indicators,and 20 secondary indicators.Then adopts the expert survey method and analytic hierarchy process to determine the weight of each level of indicators,and use the questionnaire to collect the evaluation data of the rural left-behind children who participated in thematic lectures,recitations,class and group reading meetings,in order to study travel reading promotion activities,and conduct activity scoring and analysis.Finally,Provide suggestions for the library to carry out reading promotion activities.The results of the study found that(1)In terms of the importance of the indicators,activity recognition has the highest weight value among the four first-level indicators,followed by participation benefit,participation satisfaction,and activity cognitive.In the second-level indicators,overall activity satisfaction,activity identity and harmony between parent-child relationships are more important;(2)In terms of empirical results,the implementation effects of theme lectures,recitations,class and group reading meetings,and research trips are all implemented,the comprehensive score of the first three activities exceeds 4 points;Among them,the overall performance of the theme lectures is the best,the class group book meeting and the recitation are ranked second and third with a slight gap,while the study travel activity is relatively poor,ranking fourth;the weighted scores gap of the four activities has largest gap in participation benefit indicators,the gap in activity awareness,participation satisfaction and activity recognition indicators is not obvious;(3)In the development of rural left-behind children’s reading promotion activities,three suggestions are put forward.One is to build a multi-field and multi-path cooperation model,the other is to strengthen the design of activities centered on children’s needs,and the third is to adhere to continuous strategies and promote normalization of activities.