| In modern society,reading is the main way for people to acquire knowledge.The level of reading ability determines a person’s development level.The study of physics is inseparable from extracurricular reading.Physics extracurricular reading can not only help students master the concept of physics and physics laws,develop good reading habits,but also reflect the thought of lifelong learning.Therefore,it is of great significance to study and improve the environment of physics extracurricular reading for rural students.This research in cognitive development theory,information processing theory and multiple intelligence theory as the theoretical basis,through the literature analysis after research ideas,from the students,school,family,social four aspects,analyzes the factors affecting the rural junior high school students physics extracurricular reading environment,then through the questionnaire method of 3 schools 435 students and 17 physics teachers,investigate the present situation of rural junior students physics extracurricular reading.The survey results are as follows:1.In the overall situation of students’ physics extracurricular reading,it is manifested as:(1)65% of students like or very like physics extracurricular reading.But only 29.9% of students often read outside physics,44.1% rarely do so,and 26% rarely do not.(2)54.2% of students read physics online,40.7% buy extracurricular books,30.2% go to the library and 15.8% borrow books from relatives and friends.(3)64.9% of the students do physics extracurricular reading The method of reading was casual reading,with 36.5% of students choosing teacher instruction and7.7% choosing their parents guiding physics extracurricular reading.(4)70.2% of students think that extracurricular reading is necessary;72.4% think that extracurricular reading can increase interest in physics;79.1% think that extracurricular reading can help the understanding of physics concepts and laws;77.7% think that extracurricular reading can help improve physics performance.Forty-two-nine percent of students believed that physics extracurricular reading would increase the burden of study.(5)59.5 percent of the students have physics after class The main reason for reading was their interest,with 47.1% of students trying to improve their physics scores and 11% because of students required by the teacher.(6)42.1% of students said difficulties in reading physics were not knowing what to read;29.7% said they lacked guidance;29.5% said they lacked time;and 23.5% said they lacked money.2.Family physics extracurricular reading is:(1)13.4% of fathers and 10.3% of mothers usually like reading very much;55.4% of fathers and 53.2% of mothers sometimes read;31.2%of fathers and 36.5% of mothers usually never read.(2)69.8% of fathers and 65.7% of mothers hardly accompany students in extracurricular reading.(3)The 51.6% of fathers and 56.1% of mothers supported students in physics extracurricular reading,and 1.4% of fathers and 1.2% of mothers opposed students in physics extracurricular reading.(4)10.8% of students have large lot of physics books;5.3% have more physics books;52% have few physics books;31.9% have few physics books.3.In terms of physics extracurricular reading in different schools,:(1)11.8% of teachers often assign physics extracurricular reading tasks to students;76.5% of teachers occasionally assign;11.8% of teachers never assign.(2)5.9% of teachers often provide guidance on physics reading;52.9% occasionally;35.3% only ask students;5.9% do not provide guidance.(3)9.2%of the students think the school often conducts physics reading activities;40% think the school occasionally Physics extracurricular reading activities;50.8% of the students think that the school never carries out physics extracurricular reading activities.(4)20.2% of the students think that the school library is often open;27.2% think that the school library is basically closed;and52.8% believe that the school library can meet their reading needs.4.In terms of social physical extracurricular reading,it is manifested as follows:(1)45.6%of students think that social libraries are often open,and 10.8% of students think that social libraries are basically not open.(2)Sixty-0.4 percent of the students believe that social libraries can meet their reading needs.5.In terms of the survey of teachers,the performance is as follows:(1)11.8% teachers often assign physics extracurricular reading tasks to students;76.5% teachers occasionally assign physics extracurricular reading tasks to students;11.8% teachers never assign physics extracurricular reading tasks to students.(2)82.3% of teachers think that students occasionally carry out physics extracurricular reading communication activities;17.7% of teachers think that students have never carried out physics extracurricular reading communication activities;no teachers think that students often carry out physics extracurricular reading communication activities.(3)52.9 percent of the teachers It will explain and emphasize the benefits of physics extracurricular reading to students in class and consider it helpful to students;47.7% will explain and emphasize the benefits of physics extracurricular reading in class,but have limited time;no teacher will not explain and emphasize the benefits of physics extracurricular reading in class and think it is helpful to students.(4)5.9% of teachers think they will often provide students with physics extracurricular reading guidance;52.9% think they will occasionally provide students with physics extracurricular reading guidance;35.3% think that only physics extracurricular reading is provided when students ask Guidance;5.9% of the teachers think that there is no time to provide students with physics extracurricular reading guidance.(5)88.2% of teachers thought they were able to provide guidance in physical extracurricular reading,and 11.8% thought they were unable to provide guidance in physical extracurricular reading.6.On the factors affecting rural middle school students physics extracurricular reading,the conclusion is:(1)from the students’ own factor analysis,student gender,liberal arts intention,students like physics extracurricular reading no obvious difference,but students live in cities for a long time or county students live in the township or rural students prefer physics extracurricular reading.(2)From the analysis of family environment factors,the higher the education level of parents,the better the usual reading habits,the more time parents usually accompany reading,the higher the support of parents,the more family books,the more the proportion of students like physics extracurricular reading.(3)From the school environmental factors analysis,the school teacher to students the higher the frequency of physics extracurricular reading task,the more teachers to students’ physics extracurricular reading guidance,school extracurricular reading activities,the higher the school library open frequency,the more books,the more proportion of students like physics extracurricular reading.(4)From the analysis of social environmental factors,the higher the open frequency of social libraries and the more the collection of books,the more the proportion of students like physics extracurricular reading.Finally,according to the survey results,this study proposes suggestions to improve the physical extracurricular reading environment of rural middle school students.It is hoped to cultivate students ’reading ability through physics extracurricular reading,improve students’ scientific literacy,and give some enlightenment for future generations in physics reading research and physics teachers in rural middle schools in practical teaching. |
