A Study On Autonomous Reading Guidance For After-school Services In Rural Primary Schools

In March 2017,the Ministry of Education issued the "Guiding Opinions on Doing a Good Job in after-school Services for Primary and Secondary School Students",which required that primary and secondary schools should fully utilize their advantages in management,venue,personnel,and resources when carrying out after-school services,actively play the role of schools as the main channel for after-school services,and clarify the content and form of after-school services,advocating for the development of "independent reading" activities.The primary school stage is a critical period of basic education,and the level of independent reading of primary school students directly affects their understanding ability and language expression ability.Therefore,it is necessary to pay attention to the independent reading of primary school students in the development of the times.Early research found that most schools currently have the conditions to carry out after-school service independent reading activities,and some township schools have also begun to implement after-school service independent reading guidance for students.However,due to insufficient experience in undertaking after-school services and lack of reading environment resources,the current situation of autonomous reading guidance for after-school services in rural primary schools is not optimistic.Most teachers lack scientific and systematic guidance when guiding students in reading,making it difficult for students to cultivate a good habit of autonomous reading.Therefore,based on investigation and research,it is of great significance for theory and practice to construct autonomous reading guidance methods suitable for rural primary schools during the after-school service period.Under the background of "double reduction",Zimmerman’s "cooperative autonomous learning under guidance" is an effective form of autonomous reading for students in the compulsory education stage,playing the main role of schools in after-school services,and improving students’ autonomous reading ability under the guidance of teachers and peer cooperation.This study draws on Zimmerman’s autonomous learning ability model,builds an "autonomous reading ability evaluation standard" based on existing evaluation standards for students’ reading ability,and combines relevant theories.Based on the construction of evaluation criteria,teachers can clarify the process and rules of students’ autonomous reading and effectively carry out reading guidance activities.Based on evaluation criteria,the study conducted empirical research using questionnaire and interview methods to understand and grasp the current situation of autonomous reading guidance in rural primary school after-school services and the basic reality of the development of primary school students’ autonomous reading ability.Through the survey,it was found that in the after-school service autonomous reading guidance of the school under investigation,there are some issues such as incomplete goals and content of teacher reading guidance,difficulty in controlling students’ autonomous reading needs,fragmentation of teacher reading guidance methods,lack of application ability of students’ autonomous reading strategies,failure of teacher inspection and control behavior,lack of willingness of students to share presentations with peers,and lack of supervisory guidance from teachers It is difficult to ensure students’ sustained reading,teachers’ lack of coordination in reading guidance,and students’ poor ability to regulate environmental impacts.Based on the above findings and relevant theories,this paper analyzes the reasons for the problems existing in after-school autonomous reading guidance,and proposes ways to optimize after-school autonomous reading guidance in rural primary schools.Firstly,based on the construction of autonomous reading training methods in rural schools,we should optimize after-school services through systematization of service plans,professionalization of service personnel,enrichment of service resources,flexibility of service time,and diversification of service content.Secondly,improve teachers’ personal educational and reading literacy,improve their skills in guiding students to read independently after class,optimize the way teachers guide students to read independently after class,create an environment conducive to improving teaching evaluation literacy,and strengthen effective interaction with students during the reading guidance process.Finally,focus on the cultivation of students’ autonomous reading ability in rural schools,establish reasonable reading value beliefs,stimulate students’ interest in autonomous reading,and cultivate students’ mastery of reading strategies.