Questionnaire survey method.

Investigative steps:

1, determine the survey object. According to the different geographical environment of the school and the different level of economic development in rural areas of our region, we chose Chenjiaqiao Town, Huilongba Town, Tuzhu Town and Zhongliang Town, which belong to different levels, among which Chenjiaqiao Town belongs to a relatively developed rural area, Huilongba Town and Tuzhu Town belong to a rural area with moderate economic development, and Zhongliang Town belongs to a mountainous rural area with relatively backward economic development. In these towns, we randomly selected some students and their parents from six primary schools, including Chen Jiaqiao Primary School, Tuzhu Primary School, Baonong Primary School, Yuping Primary School, Xinfa Primary School and Zhongliang Primary School, as our survey objects.

2. Design a questionnaire. When designing the questionnaire, we referred to some related survey designs. The questionnaire is divided into two parts: students and parents. * * * Design 30 student questions (all optional), involving students' psychological quality, reading direction, reading activities, external influences, extracurricular development, etc. * * * Five parents' questions (all questions and answers) were designed, mainly to understand parents' attention to their children's extracurricular reading.

3. Questionnaire distribution and recycling: In June 2007, we distributed questionnaires to the relevant students in the above schools and explained the filling requirements. A week later, we sent out 396 questionnaires and recovered 365 valid ones.

4. Statistics and analysis of the questionnaire.

Investigation results and thinking:

First, the statistical results of the student questionnaire:

(A) the psychological quality of extracurricular reading:

1, initiative quality:

(1) About interest:

"What do you like best on weekends?" 47.40% students choose to watch TV, 27.95% students choose to go out to play games, and 1 1.23% students choose to read books.

(2) About motivation:

In the sense of how to treat extracurricular reading, 5 1.00% students think that extracurricular reading is beneficial to improve their academic performance, 14.25% students think that extracurricular reading is beneficial to improve their personal cultural literacy, 22.47% students think that they can accumulate beautiful words and improve their composition level, and 20% students think that they can expand their knowledge and make up for the lack of classroom reading.

(3) About attitude:

For the participation degree of extracurricular reading activities, 5 1.78% chose "like", 38.90% chose "like but seldom read" and 9.32% chose "not like at all".

On average, 12.05% read for one hour or more every day, 40.82% read for about half an hour, 35.62% read occasionally, and1.51%don't read at all. The higher the grade, the greater the proportion of students who insist on reading for more than half an hour every day.

(5) About reading psychological needs:

Judging from students' desire for extracurricular reading, 15.34% students want to be recommended and helped about reading content, 53.98% students want to be guided by reading methods, 6.58% students want to be supervised by their elders or teachers, and 26.03% students want to have a place or environment for reading exchange. 100% students want to carry out various extracurricular reading activities.

2, focus (attention) quality:

According to the reading ability of different grades, the daily reading amount of each grade is 200 or 300 words, with 32.73% of the students with more than 200 words in the lower grades, 37.80% with more than 200 words in the middle grades and 53.95% with more than 500 words in the upper grades.

Generally speaking, with the growth of students' age, the concentration of students' extracurricular reading is constantly improving. However, 26.75% of senior three students read less than 200 words a day, especially in grade six, which is as high as 34.53%.

3. Durable quality:

(1) Take whether you can finish reading a book as an example. 14.52% people read it casually, 47.95% people only read it in places of interest, and only 37.53% people read it carefully.

(2) According to the extracurricular reading requirements of the new curriculum, the survey shows that the percentage of reading requirements of each grade (subject to double grades) is 9.4% in the junior grade, 22.5% in the middle grade and 17.27% in the senior grade. The total amount of reading in the sixth grade is below 300,000, which is as high as 65.47%, which is far from the total amount of extracurricular reading that should be reached after graduation from primary school. We also find that the students' extracurricular reading is far ahead of other classes in the class with better extracurricular reading activities.

4. Exploratory quality:

(1) About reading methods:

89.86% students will use reading methods such as extracting good words, writing after reading, circling, telling stories, thinking and imagining, but the selection method is relatively simple, especially only 6.30% students have a high degree of internalization after writing and reading. When encountering problems in reading, 63.29% students can consult reference books or ask people around them.

(2) About reading comprehension:

29.86% students think they can not only read, but also have their own ideas, 60.82% students think they can basically read, and only 9.32% students say that there are too many words they don't know to read, and they are mainly in the lower grades, and their literacy is not large. This reflects that students' basic reading abilities such as literacy and understanding are generally good.

(B) the external influence of extracurricular reading:

1. People who influence students' extracurricular reading:

Teachers (27.94%), parents (27. 12%), classmates (16.99%) and great people and celebrities (13.42%) have the greatest influence.

2. Students reflect parents' attitude towards extracurricular reading:

The negative rate was 1 1.5 1%, the non-intervention rate was 1 1.23%, and the approval rate was 77.26%. Only 23.29% of them indicated that they would screen or buy their children voluntarily.

The extracurricular books that parents most support reading are Selected Compositions (59.45%), masterpieces (17.26%), encyclopedias (14.79%), and other books such as online reading, newspapers and magazines (12.33%) and comics (5.77%).

(3) Extracurricular reading activities:

1, about daily extracurricular reading:

18.63% of students report that teachers often ask students to read extra-curricular books, 68.22% of students report that teachers occasionally ask students to read extra-curricular books, 13. 15% of students report that teachers do not ask students to read extra-curricular books.

2. On the extracurricular reading activities:

18.08% students reported that reading exchange activities were carried out in the class, 64.93% students reported that reading exchange activities were carried out occasionally in the class, and 16.99% students reported that reading exchange activities were not carried out at all.

(D) extracurricular reading direction:

1, about the graphic form of this book:

In order to adapt to the characteristics of students' psychological development, low-level students like to read books with pure pictures or pictures, and books supplemented by words account for 78. 19%. Middle-level and high-level students gradually turn to pictures, and books supplemented by words account for 75.60% and 85.53% respectively.

2. About the content type of the book:

36.7 1% students read compositions as teaching AIDS, 3 1.5 1% students read literary stories, 2 1.64% students read popular science, 32.87% students read cartoons, and 7.40% students read newspapers and magazines./kloc-0

(5) Extracurricular reading conditions:

1, about the source of extracurricular books:

54.79% bought it by themselves, 2 1.92% borrowed it from the school library or the book corner in the class, and 25,438+0% borrowed it from other channels.

2, about the family reading atmosphere:

52.33% people subscribe to newspapers and magazines (including Young Pioneers) at home, and only 29.04% people subscribe to more than two. On average, 39.45% of parents can read newspapers and magazines for more than half an hour every day, and only 12.60% can read for more than an hour. 59.73% have study, bookcase or one of them; As many as 59. 18% of people have fewer extracurricular books than 10. In fact, many people don't have extra-curricular books, while only 15.34% have more than 30 extra-curricular books.

Second, the parents questionnaire statistics:

(A) about children's extracurricular reading habits:

As an observer of children's extracurricular reading, 25.5% of parents think that their children have good extracurricular reading habits, 47. 12% report that their children have extracurricular reading behavior, and 27.38% report that their children have never read extracurricular books.

(B) on the significance of extracurricular reading activities:

96.99% of parents think that reading extracurricular books is beneficial, and only 3.0 1% of parents think that reading extracurricular books is not obviously helpful to their children. However, 58.08% of parents think that extracurricular reading is to improve their children's writing level and academic performance.

(3) About parent-child reading:

Only 13.42% often study with children, 35.34% occasionally study with children, and 5 1.24% have no parent-child reading experience. Most parents report that they have no time to study with their children.

About reading difficulties after class:

69.32% of parents think that the biggest difficulty of children's extracurricular reading is poor comprehension ability (while the lower paragraph mostly reflects students' lack of literacy, which affects children's reading), and 40% of parents reflect that children's extracurricular reading lacks guidance.

(v) With regard to extracurricular reading activities:

93.97% of parents clearly expressed their support for extracurricular reading activities in schools, and only 1. 10% of parents clearly expressed their disapproval of extracurricular reading activities in schools.

Third, the result analysis:

(A) students' subjective attitude towards extracurricular reading is positive. The survey results show that there are not many students who really don't like reading extracurricular books, less than 10%. 100% students hope that the school will carry out various extracurricular reading activities. This is very beneficial to our upcoming research, and it also tells us that the key to extracurricular reading lies in whether we can persist for a long time. However, our survey found that the proportion of students who choose "completely dislike" in senior two is as high as 20%, which is worrying. It reminds us that extracurricular reading is a long-term project and must be started from an early age.

(B) students are not interested in extracurricular reading, and their initiative is not strong. Interest is the best teacher. However, the survey shows that rural primary school students in our region lack interest in extracurricular reading, which is manifested in the age difference. The older you are, the fewer students like reading after class. In addition, when encountering difficulties, quite a few students give up escaping and can't face it squarely. There are three main reasons for this situation. First, the higher the grade, the greater the pressure on students. Second, parents' and teachers' one-sided understanding and requirements for extracurricular reading lead to students' loss of interest in reading (59.45% of parents require students to treat extracurricular time as documents). Third, movies full of magic and fantasy colors, especially cartoons, have a great influence. We also found that although we are located in the countryside, the influence of Internet cafes on students is not obvious, but the percentage has exceeded that of those who choose to study, especially in middle and senior grades, which needs our attention.

(3) Students' willingness to read after class is not strong, and their reading volume is small. The survey found that a considerable number of students in rural areas of our region lack the attentive quality of extracurricular reading, that is, attention, and do not like reading extracurricular books, and there is a growing trend. It directly leads to a small amount of extracurricular reading, and no matter which grade, few students can meet the requirements of the new curriculum standard. Moreover, a considerable number of students' existing extracurricular reading is far from meeting the requirements of the new curriculum standards. This shows that to carry out extracurricular reading activities, we must strengthen the exercise of primary school students' will quality in the process of extracurricular reading and improve their self-control ability.

(D) Students are afraid of difficulties in extracurricular reading, with low ability and few methods. The survey found that many students can use some common reading methods, but their thinking level is not high, and they can rarely use them comprehensively. Even in senior grades, a considerable number of students are reluctant to use reading methods that require high language internalization and thinking, such as writing reading notes and feeling after reading. Parents report that most students are poor in reading comprehension, not serious, afraid of hardship, short in duration, lazy in thinking, lacking good reading habits, and need the guidance of extracurricular reading methods.

(E) students' extracurricular reading content is single and there are few kinds. In terms of content selection, students' extracurricular reading mainly includes study counseling (mainly composition), fairy tales and cartoons. As for other books, such as encyclopedia of knowledge, 100,000 whys, classics and other historical, geographical and humanistic books, even if they are suitable for them to read, they will not actively choose to read. There are two main reasons. First, parents only pay attention to their children's achievements and ignore their all-round development. Second, influenced by their own psychological development characteristics, they are interested in things that are intuitive and can mobilize all aspects of sensory organs.

(6) Parents and students have a one-sided understanding of the meaning of extracurricular reading. A considerable number of parents are eager for quick success and instant benefit, hoping that extracurricular reading can be immediate and quickly improve their children's academic performance or composition level. However, many students are influenced by their parents, and extracurricular reading is also very utilitarian. They study in order to improve their academic performance and composition level. This is a problem that cannot be ignored. However, it is gratifying that most parents do not support their children to read purely visual books such as comics.

(7) The cultural atmosphere of students' extracurricular reading is poor, and there are no books to read. People closest to children often have the greatest influence on them. Due to the limitation of their own quality, parents generally lack reading habits, and parents and children have little reading experience, so they can't set a good example for students. At the same time, due to the limitations of rural living habits and economic conditions, most parents have not created a better extracurricular reading environment for their children. Therefore, students generally lack cultural influence from their families. In addition, parents are unfamiliar with online reading brought by modern information technology, which is not conducive to the expansion of children's reading horizons. What's more, students have no books to read. Almost all the classes surveyed have no real book corner (hanging three or five newspapers, not called book corner), and students' personal collections are seriously insufficient (many students count all the books outside the classroom at home, and the number is very low).

(8) The school pays insufficient attention to extracurricular reading, the utilization rate of the school library is low, and the extracurricular reading activities are poor. There are three main reasons. First, the school does not pay enough attention to it, and the library is not completely open to students. Second, the existing books in the school are outdated and limited, and there is a serious shortage of books suitable for students to read; Thirdly, under the pressure of teaching, teachers rarely ask students to read various books after class. Therefore, almost all the schools surveyed have little or no extracurricular reading activities. Although the school is equipped with a large number of books, the actual borrowing rate is not high. This is a very important reason why students lose interest in extracurricular reading and accumulate less reading.

(9) Parents support the school to carry out extracurricular reading activities. From the feedback of parents, this survey has played a guiding role in understanding and inspired parents to pay attention to and think about their children's extracurricular reading. The proportion of parents who explicitly support extracurricular reading is as high as 93.97%, which is significantly higher than the 77.26% reflected in the student questionnaire (previous support attitude). It is well prepared for the upcoming research, which is conducive to the change of students' and parents' ideas and the implementation of the research.

Suggestions on developing extracurricular reading activities for rural primary school students;

First, less utilitarian color, pay attention to interest cultivation.

1, change your mind and be less utilitarian.

To carry out extracurricular reading activities, teachers, especially parents, should first try to change their one-sided understanding of the significance of extracurricular reading. It should be recognized that extracurricular reading is an extension of students' classroom reading and learning. The direct goal of extracurricular reading should be to broaden students' horizons, enrich students' knowledge, improve students' learning ability and make students have a broader knowledge background and cognitive ability. When new learning content is presented to them, they can assimilate new learning content better and faster, and learn faster and better. The ultimate goal of extracurricular reading should be to cultivate students' humanistic quality and promote the improvement of students' comprehensive quality and the formation of good personality and sound personality. We must understand that the improvement of Chinese quality depends, in the final analysis, on students' diligence in reading and understanding, on the accumulation of knowledge and the improvement of ability, and on students' diligence in reading and understanding. Therefore, extracurricular reading is not just reading more, but simply reaching a certain amount of reading. As teachers or parents, we must not regard it as a magic weapon to improve students' writing level or academic performance.