A Case Study Of Junior High School Students' Literary Reading Involvement ——Takes Prose As An Example

Reading literary works is extremely important for students,but in reality,it is not very clear what kind of process students go through in reading literature.In order to describe the process and influence mechanism of students' literary reading more scientifically,this study conducts a multi-dimensional analysis of students' literary reading process according to the theory of reading input.The case study adopted the case study method,The case study method was adopted in the research,and three students with excellent,good and intermediate average grades were selected and the three students were used as the research objects were selected as the research objects to conduct case experiments and interviews in three stages: spontaneous reading,guided strategic reading and independent strategic reading with the theme of prose reading.Each stage first presents an essay,followed by three students to conduct a reading experiment at the same time,observe and record the students' behavior during the student's reading process and then conduct a post-reading interview with the three students,then analyze the data material.At each stage,a prose is presented,and then three students are asked to conduct a reading experiment at the same time.During the reading process,students' behaviors are observed and recorded,and then three students are interviewed after reading,and then the data materials are analyzed.Research shows that the theoretical framework of reading input can clearly describe the student's literary reading process and show the interaction between various factors in reading input.The Reading Engagement Framework is extremely helpful in describing and explaining students' reading process,as well as in diagnosing students' literary reading.There are five chapters :Chapter1:Concept Definition and Analysis Model Construction of Literary Reading Input: The conceptual definition and model construction of this chapter pave the way for subsequent research.First,researchers define the concepts of reading input and literary reading input.Then,according to the concept of literary reading input,the analysis model of literary reading input is constructed from the three dimensions of emotional input,behavioral investment and cognitive investment and the relationship between the three dimensions is explained.Chapter2:The First Research Stage: Literary Reading Input under the Spontaneous Reading of Junior High School Students.This chapter understands the situation of literary reading input under the spontaneous reading of junior high school students.The experimental text at this stage is "Spring"."Spring" written by Zhu Ziqing.The researchers first asked the students to read the text spontaneously,then interviewed the students in the method of journaling and finally analyzed the interview data.The researchers observed the students' behavioral input during the reading experiment and used the content analysis method to analyze the students' emotional and cognitive inputs engagement for the interview materials after reading.Finally,the data of the three dimensions are synthesized to summarize the problems of students' spontaneous literary reading.Chapter3:The Second Research Stage: Literary Reading Input under The Guidance of Strategic Reading by Junior High School Students: This chapter understands the situation of literary reading input under the guidance of strategic reading by junior high school students.The experimental text at this stage is Zhu Ziqing's "Back Shadow".The researchers first distributed the study list of "Back Shadow" and instructed the students to read according to the above strategy and then comprehensively analyzed the students' literary reading input according to the model.Then,the researchers instructed the students to improve the answers to the learning list in the form of reproduction models and teacher-student interaction.Finally,the reflection and summary of the responses of the before and after tests are compared and the problems existing in the students' guidance of strategic literature reading are summarized.Chapter4:The Third Research Stage: Literary Reading Input under Independent Strategic Reading of Junior High School Students: This chapter is to understand the situation of literary reading investment under the independent strategic reading of junior high school students.The experimental text at this stage is Zong Pu's "Wisteria Luo Waterfall".The researchers first distributed the "Wisteria Rose" study list and asked the students to read and answer according to the strategies they had previously learned.Secondly,the researchers compared the learning single answers of "Back Shadow" and "Wisteria Luo Waterfall" to analyze the changes in students' behavioral input and cognitive input,then analyzed the changes in students' emotional input through questionnaire surveys.Finally,the researchers reflect on the changes in the three dimensions and summarize the problems of students' literary reading investment under independent strategic reading.Chapter5 : This chapter is a summary of the above chapters,which studies the advantages and disadvantages of the junior high school students' investment in literary reading,the advantages and disadvantages of the case study and how to improve the teachers' how to promote the students' investment in literary reading.