The Study Of The "Trinity" Reading Teaching In The Senior Chinese Of Elementary School

In the fall semester of 2019,the Chinese textbooks compiled by Ministry of Education were used in primary schools all around the country.The Chinese textbooks compiled by Ministry absorb advantages of other editions of Chinese textbooks.It focuses on inheriting fine traditions of China and keeping up with the times in formulating values,structures,units and teaching methods.So,it promotes the development of Chinese reading teaching,and provides new challenges.This paper takes the "Trinity Reading Instruction" as the research object,integrating the concept of "Trinity" into the reading teaching of the senior section of primary school.By using literature research,questionnaire survey,case study,teaching practice and other methods to explore the effective of "Trinity Reading Instruction",it highlights the compilation value of the Chinese textbooks compiled by Ministry of Education,plays an important role of reading teaching and improves the students' comprehensive reading literacy.First of all,through literature research,the author compares the differences between two editions of Chinese textbooks,from the aspects of compilation background,overall characteristics and innovation.Meanwhile the paper also defines the concept,characteristics and value of "Trinity Reading Instruction" in combination with the editions.Through the questionnaire survey and case study,this paper analyzes the situation of students' reading and the situation of teachers' Trinity reading teaching practice,to find out the existing problems and causes in the current reading teaching.Then combining with the new curriculum standard,reading literacy and the intention of compiling the part edition,the paper explores the mode of "Trinity Reading Instruction" to overcome the difficult points of the "Trinity" reading teaching.First,the paper constructs the mode of "Trinity Reading Instruction" in teaching unit as a whole,following the different characteristics of the common unit and the special unit.Second,from the perspective of a single text,the author also explores how to build a flexible and practical mode of "Trinity Reading Instruction",such as different teaching strategies of "Intensive Reading","Self-reading" and "Extracurricular Reading" in different text styles.Finally,this paper evaluates the effectiveness of the mode of "Trinity Reading Instruction" through teaching practice,classroom observation,case study and other methods,that is,to promote the teaching of departmental reading of front-line teachers and actively improve students' reading literacy.At the same time,it also reflects on the shortcomings of the "Trinity Reading Instruction" mode in terms of structure,strategy and other aspects,and further proposes improvement methods and research direction.