A Narrative Study Of Rural Primary School Teachers Assisting In Extracurricular Reading

Under the social background of increasing emphasis on reading,there are more and more activities to promote children's reading.But the reading culture in rural areas is still relatively weak.Students rarely get extra-curricular reading help in family and society.As the school is a cultural highland in rural areas,it is necessary to improve the extracurricular reading environment for rural students.This requires rural elementary school teachers to consciously assist students in extracurricular reading.This thesis uses educational narrative research methods to penetrate into the specific actions of extracurricular reading assistance.Found the problems in the school's extracurricular reading before reading assistance,and launched targeted assistance actions.In narrating teachers' actions and students' reading conditions,they constantly reflect on improving the methods of assistance,and summarize suggestions and reflections on extracurricular assistance.The thesis first narrates the problems faced by S elementary school extracurricular reading through observation:On the one hand,the reading environment of the rural elementary school itself is neglected.Mainly manifested in: first,sufficient spare time but single activities;second,restricted reading space,school library and other unused venues cannot read;third,lack of excellent reading materials,school library resources are outdated,and the effective utilization rate is low.On the other hand,students in extracurricular reading their consciousness is weak,they ignore the reading materials,a "receptive" way of reading.Then,according to the school's reading situation,the author assisted in the time,space and reading materials of reading to change the school's reading soil.In the process of narrating the changes in the reading status of students,it was found that the integration of "book code words" into the class and the class opinion leaders can effectively drive the class reading.At the same time,new problems faced by reading assistance were discovered:sometimes reading class has become a leisure class,the class appeared to read raw edge,and in the discussion the teacher will answer pre-set limit students to think.Then correct the errors according to the problems of the previous stage,and promote students' reading from discovering the "interest of books",reading together with hands,and daily chatting.Further broaden the scope of extracurricular reading in the explanation of in-class textbooks,and arrange audio story sharing outside of class to continue to support students in extracurricular reading.Finally,I summarize the suggestions for reading assistance: respect the reading rhythm of children;create a reading field to provide students with reading conditions;enrich reading interaction and promote reading in contact;teachers become readers and serve as role models to continue to assist students in reading.It also reflects that teachers should pay attention to overcoming the formalization of class co-reading and the superficiality of book-guided discussion in reading assistance.Through this research,the author hopes that teachers in rural elementary schools can start from their own self,join hands with their children,and become lifelong readers together.