The Influence Of Multi-texts On Primary School Students' Reading Interest

In recent years,the teaching form of multi-texts has emerged in our country,in China the earliest definition of Multi-texts was defined by Mr Zhao in Taiwan,and then this teaching form slowly spread in Chinese mainland.And in this process multi-texts was continuously improved.So far multi-texts teaching form has a huge advantage over traditional teaching form for it could improve reading efficiency,promote the construction of the students' thinking and widen the students' knowledge,but the influence on student's reading interest is unclear.Primary school is the golden period of personality forming,enriching knowledge,and reading is the main way of engaging with the world,enriching knowledge.In students' reading,the reading interest plays an important role.The rise of multi-texts teaching form will affect the students' interest in reading.But now,the research on the influence between students' reading interest and multi-texts teaching form is relatively lacking.it is not clear whether multi-texts has a significant influence on the reading interest of the pupils,and it is not clear that the influence of the multi-texts on the pupils' reading interest is positive or negative.To solve above problems,on the basis of existing research at home and abroad,this study applies questionnaire survey,statistical analysis and other methods to analyse the influence of multi-texts on Pupils' reading interest.The main research contents include:whether the influence of multi-texts on students' reading interest is significant?The effect of multi-texts on pupils' reading interest is positive or negative?Students' linguistic level and the degree of students' attention to reading learning had moderating effect and mediating effect or not?This study selected data from multi-texts group,a total of 4500 samples.Selected the samples are from multi-texts reading teaching of primary school(some of them did not develop multi-texts teaching class),the grade of samples are grade 4,5 and 6.Because those grade of student's reading ability is enough to participate in our survey.The process of questionnaire compiling and sample selection are scientific,so the data has certain representativeness.In this study,the method of variance analysis was used,and the mediating effect test and the moderating effect test were also used.Through analysis,the following conclusions are drawn:(1)The effect of multi-texts on pupils' reading interest is remarkable.(2)The effect of multi-texts on pupils' reading interest is positive.Under different frequency multi-texts class,the students' interest in reading has a significant difference.And on every month for 3 to 5 times multi-texts class,the students have the highest level of reading interest.(3)In the process of multi-texts having effect on pupils' reading interest,the students' Chinese level is neither a mediation variables nor a moderating variable.The degree of students' attention to reading learning is a mediation variables but not a moderating variable.The moderating effect accounts for 68.2% of the total effect.So it is a partial mediation variables.The significance of this study is:in the field of theory,it is the first time to use quantitative research methods in the field of multi-texts to explore the relationship between multi-texts and reading interest.In practice,it is clear that the influence mode of multi-texts on students' reading interest can provide effective suggestions to the teaching of multi-texts for the teachers.It is of great practical value to provide reference for further development and popularization of multi-texts.In summary,this paper explores the influence mode of multi-texts on students' reading interest by means of educational measurement and evaluation.However,due to the lack of time and related research,the dimension of the index is not comprehensive enough and the effect analysis is not thorough enough.A more comprehensive and in-depth study can be carried out in the future.