Implementation Status And Countermeasures Of Trinity Reading System

In order to change the low efficiency and the confusion between intensive reading class and skimming class in traditional reading teaching,the unified edition of junior high school Chinese textbooks adheres to the idea of "keeping integrity and innovation".As a result,reading teaching is mainly based on the study of each unit,which was divided into teaching and reading text and self-reading text.In the meanwhile,reading teaching was supplemented by guided reading of masterpieces and reciting of ancient poems outside class.Under such a circumstance,a trinity reading system of “teaching,self-reading and extracurricular reading”was built,which emphasize the linkage between inside and outside the class and the independent development of students.The goal is to improve the comprehensive reading literacy of students.This article takes the Trinity Reading System as the research theme,and takes the eighth grade ancient poetry and essays as examples.Based on the investigation and analysis of the implementation status,the paper proposes suggestions for the implementation of the Trinity Reading System,including five chapters.The introduction part explaining the origin and significance of the selected topic;summarizing the current research situation,finding that the current research on the Trinity Reading System is mainly carried out from three aspects: design concept,implementation path,and various lesson types.We can find that the current research basically reached a consensus on the design concept and connotation,but there are many shortcomings such as more repetition of theoretical research and insufficient multi-dimensional and comprehensive surveys.Then at the end of this chapter,the research ideas are clarified.The first chapter is an overview of the Trinity Reading System.At the beginning,it explains the connotation of the Trinity Reading System from the three dimensions of Chinese traditional philosophy,the value orientation of reading teaching,and the compilation system of the unified edition textbook.Next,it analyzes the concrete display of the three types of classes of the Trinity Reading System in the unified edition of junior high school Chinese textbooks.Finally,the three major design significance of the Trinity Reading System are summarized,namely,to promote the transition from passive reading to autonomous reading,from single-text reading to mass reading,and from in-class reading to extra-curricular reading.The second chapter clarifies the adaptability of the Trinity Reading System and the teaching of ancient poetry and prose,and analyzes the implementation status of the Trinity Reading System through three ways of student questionnaire survey,teacher interviews,and teaching example analysis.The third chapter summarizes the common problems in the implementation of the Trinity Reading System.Before the implementation,the goals are isolated and scattered,the directions are unclear.In the implementation process,the three types of lesson types were confused,the distinction was not enough,and the lesson type linkage was insufficient.After implementation,the evaluation is single and the detection is missing.The above-mentioned problems can be attributed to the three wrong tendencies of vague,biased,and utilitarian cognition of the Trinity Reading System.The fourth chapter puts forward suggestions for the implementation of the Trinity Reading System.Before implementation,the setting of teaching goal should integrate unit goals based on the introduction,refine goals based on lesson type positioning,and highlight individual goals based on text characteristics.In the specific teaching implementation process,on the one hand,three types of lesson must be distinguished,teaching and reading courses should emphasize stylistic characteristics,text characteristics,and reading methods;self-reading courses should pay attention to the learning aid system,skillfully use study sheets,create classroom activities,extracurricular recitation of ancient poems courses should be flexibly guided,and network resources such as magical poetry maps should be used.In the evaluation and testing after implementation,we must pay attention to students,methods,processes,and effects,and form a diversified evaluation subject,specific grading rules,diversified evaluation methods,and innovative testing mechanism.