Research On Status,Impact Factors And Facilitating Strategies Of Primary School Students’ Self-paced Reading

As the construction of a learning society has becoming a national strategy,nationwide reading has been paid more and more attention in the society.The ministry of Education has listed "self-paced reading" as an important part of cultivating students’ comprehensive quality in the basic education stage,and introduced relevant policies to promote it vigorously.Primary school is an important stage of basic education,and the self-paced reading level of primary school students is directly related to their comprehension ability,knowledge application ability and language expression ability.In order to understand the current situation of pupils’ self-paced reading,this study analyzes and discusses the students’ self-paced reading of S Primary School in T City(hereinafter referred to as S Primary School).The paper focuses on three core issues:(1)What is the current situation of primary school students’ self-paced reading?(2)What are the factors that affect primary school students’ self-paced reading?(3)How to effectively promote primary school students to read independently?Through questionnaires and interviews with front-line teachers,it is found that in terms of the current situation of self-paced reading,the "soft and hard" conditions of selfpaced reading in S primary school are better,and the development of self-paced reading of primary school students is more optimistic.At the same time,students’ understanding and the actual development of self-paced reading are better.Among them,the understanding of self-paced reading of primary school girls is better than that of boys,and the single reading time of girls is longer than that of boys,indicating that gender factor has a significant impact on students’ reading preference.The lower grade students’ understanding of self-paced reading is worse than the higher grade students,and the reading time of the lower grade students is significantly less than that of the higher grade students,indicating that the grade factors have a significant impact on the students’ reading preference.In addition,there are three kinds of practical problems in S primary school students’ self-paced reading,such as individual differences,uneven reading quality and heavy teachers’ guidance tasks.This study holds that pupils themselves,reading environment,parents and teachers are the key factors affecting pupils’ self-paced reading.Among them,primary school students’ cognition of self-paced reading,mastery of self-paced reading methods,uneven self-paced reading ability and other self-factors are the main factors that affect primary school students’ self-paced reading habits and self-paced reading level,which also occupy a leading position in primary school students’ self-paced reading.Objective environmental factors such as reading atmosphere created by families and schools are secondary factors that affect pupils’ self-paced reading habits and self-paced reading level.Human factors such as the supervision and guidance of parents and school teachers also play a very important role in cultivating primary school students’ self-paced reading habits and self-paced reading level.According to the investigation of the current situation and the analysis of influencing factors,this study constructs a self-paced reading model for primary school students under the guidance of ternary determinism and Zimmerman’s self-paced learning theory.Based on Marx and Engels’ theory of the relationship between man and environment,this paper discusses the interaction among "individual students,self-paced reading behavior and reading environment" in the self-paced reading model.On this basis,some promotion strategies are put forward,such as carrying out systematic education of children’s selfpaced reading as soon as possible,strengthening the guidance of primary school students’ self-paced reading and creating a good reading environment.