A Study On After-class Reading Surrounding Of Rural Pupils

The reading surrounding is the precondition of reading, and the after-class reading surrounding is crucial for improving pupils'reading ability. With the deepening of studies on reading theories, researches are no longer limited to the two-dimension of "readers-reading matters". The importance of reading surroundings makes people realize that reading activity is a relation net in which readers, reading matters and surroundings interact with each other, and reading cannot be developed well without good surrounding. So we must pay attention to the reading surrounding, the prerequisite of reading activities. Actually many foreigners has began to study systematically on reading surrounding and offered circulatory reading theory and relative reading surrounding theory, and narrated how to inspire students to read after class. However, among foreign literatures, there is not any research on after-class reading surroundings of rural pupils of China. In our country, researches on reading surroundings were newly born and scattered in studies on general reading, which lacked systematization and adaptability. Moreover, researches on after-class reading surroundings of rural pupils are only mentioned in periodical theses about their present reading conditions, and the author has not found systematic and comprehensive researches on reading surroundings, in which lies the necessity of this study. Reading surrounding is the prerequisite and condition of reading. For pupils, after-class reading surrounding is very important for developing the reading ability. But the after-class reading surrounding of rural pupils is not good, which consists one of the obstacles to the development of reading ability of pupils. This thesis mainly studies on problems existing in after-class reading surroundings of rural pupils in Dongming County Province Shandong. This thesis consists of five chapters.The part of preface includes the content, goal, practical necessity and theoretical significance, key and difficult points, research thinking and methods of this study and current research situations home and abroad.Problems existing in after-class reading surroundings of rural pupils are described in the first Chapter. By questionnaire on comparison between after-class reading surroundings of pupils in countryside and that in town, field survey, interview, and comparison, such problems are found in after-class reading surroundings of rural pupils: 1) There is not enough support of reading surroundings in families, which is manifested in the following aspects:the reading surrounding in family, parents'habits of reading and book-collection are not so good; parents'cultural quality is comparatively low so that they cannot guide children's after-class reading efficiently.2) After-class reading surroundings in school are imperfect; there are no enough books, no books-corner in classes; cultural activities on campus is inefficient in supporting after-class reading; both teacher's standard Chinese and reading habits are not ideal, and they do not provide guidance to students'after-class reading.3) After-class reading surroundings in society are bad; it lacks cultural facilities such as book store and support in economy and policy; social reading concepts are obsolete.Reasons of the problems existing in after-class reading surroundings of rural pupils are analyzed in chapter two. The analysis is focused on family, school and society. Family reasons of problems of after-class reading surroundings lie in that parents' cultural quality is comparatively low so it's difficult for them to read; they are engaged in agricultural work too much; they do not benefit from reading so they do not pay attention to their children's after-class reading nor do they know how to guide their children to read. As to school reasons, on one hand, there is no efficient policy, and on the other hand, teachers do not receive standard Chinese training, and as a result they cannot stimulate students'interests in reading; they do not have enough time to read, nor do they have enough motivation to read. Meanwhile, there are not enough book resources. And there are three social reasons. Firstly, social reading concepts are obsolete and reading surroundings are taken a blind eye. Secondly, the investing cycle of cultural facilities is long and there is no an instant effect, so officials do not pay attention to the building of cultural facilities. Thirdly, school-age population decreases, meanwhile, peasant workers increases and move rapidly, which do no good to the operation of book industry. Chapter three is mainly about circulatory reading theory and principles of constructing ideal reading surroundings. Proposed by Aidan Chambers, English great writer and master on modern young adult literature, circulatory reading theory stresses that reading process is a circulatory one, and can begin from any step. Since they play an important role in guiding the circulatory reading of pupils to spirally rise, adults are placed at the center of the process. On the basis of the conclusion of this theory and other research achievements, principles of constructing ideal reading surroundings are proposed which includes:richness and interest rule, convenience rule, fixity rule, example rule and rule of teaching students in accordance with their aptitude.Chapter four focuses on strategies and suggestions to improve after-class reading surroundings of rural pupils, which are proposed, based on local conditions, from the perspective of family, school and society. The improvement of family reading surroundings includes supplying material surrounding, transforming parents'after-class reading concepts, parents'guiding children to form good habits of entertainment and consuming, and developing parent-child reading activities. We should do the followings to improve school after-class reading surroundings: firstly, teachers'attitudes toward to after-class reading should be changed, and they should develop favorable reading habits to instruct students'reading efficiently; secondly, school library facilities must be perfected and activities related with reading being held; thirdly, teachers ought to perfect their Chinese mandarin so that they can inspire students'interests in reading. And what should do about social reading surroundings are changing social reading concepts, supporting in economy and policies.