A Preliminary Study On “Trinity” Reading Teaching In Senior Chinese

The “Trinity” reading teaching of Chinese in senior high school is a reading teaching system that integrates three teaching links:“teaching and reading”,“self-reading”and“extracurricular reading”.It aims to improve students' core quality of Chinese subject through systematic teaching.Based on the concept of new curriculum standard,the author constructs a “trinity” reading teaching subsystem and two teaching modes based on the new way of writing Chinese textbooks for senior high school,combined with relevant research results and my own teaching experience.It is hoped that by using this system,teachers can integrate reading resources in and out of class,improve reading efficiency by teaching students reading methods,guide students to read a lot,cultivate students' reading habits,and make Chinese reading teaching in senior high schools more orderly and scientific.This is the theoretical perfection and practical attempt of the construction of Chinese reading teaching system in the new era.This paper is composed of five parts,the specific content is discussed below.The first part is the introduction of the paper,which mainly includes the research origin,literature review and research methods of the “Trinity” reading teaching in high school Chinese.This part of the research causes mainly includes three questions: research conditions,research purposes and research main contents.The literature review part introduces the current situation of reading teaching at home and abroad.The author firstly discusses the achievements and deficiencies of the “Trinity” reading teaching in China,then summarizes the main strategies and teaching modes of reading teaching in foreign countries,and finally compares the domestic and foreign reading teaching.The author finds out the shortcomings of reading teaching in China and tries to draw experience from foreign reading teaching achievements,so as to provide new ideas for the study of “Trinity” reading teaching in senior Chinese.The research method part is the overview of research ideas and methods.The second part is the first chapter of this paper.The main content is the significance of Trinity Reading Teaching to Chinese Reading Teaching in Senior High School.First of all,the author analyzes the current situation of Chinese teaching in senior high schools,especially the problems in reading teaching,according to my own teaching practice and combining with the teaching experience of other teachers.Secondly,the paper probes into the characteristics of textbook resources and non-textbook resources,which are the carriers of“Trinity”reading teaching.The third is to study the subject of “Trinity” reading teaching--teachers and students.The problems in Chinese reading teaching in senior high schools are the direct driving force to promote the reform of Chinese reading teaching methods in senior high schools.The research on the carrier and subject of reading teaching lays a foundation for the optimization of reading teaching strategies.Finally,the author summarizes the significance of “Trinity”reading teaching and proves that this system is an effective teaching mode of Chinese reading teaching in the new era.The third part is the second chapter of the paper,the main content is the construction of“Trinity” reading teaching system in senior Chinese.First of all,this paper introduces the system by using two forms of graphic illustration and detailed text interpretation to preliminarily understand the “Trinity” reading teaching system.Secondly,according to the type of reading material aggregation,three teaching subsystems are set up under the system:unit aggregation,subject aggregation and task group aggregation.On this basis,the construction of two “trinity” reading teaching models,namely “objective decomposition”and“link decomposition”,is discussed.Then it elaborates the application principles and methods of the “Trinity” reading teaching system in detail,and finally summarizes the characteristics of the “Trinity” reading teaching system according to the above analysis.The fourth part is the third chapter,the main content of the “Trinity” reading teaching example research.Firstly,the author systematically combs the teaching process of how to use the “Trinity”reading teaching system to design teaching.Secondly,combining with the new high school Chinese teaching materials,the “trinity” reading teaching subsystems of “unit aggregation”,“thematic aggregation” and “task group aggregation” are determined and the teaching process is designed.The determination of the teaching mode mainly goes through three steps,which are “determining the reading materials,establishing the system subsystem”,“analyzing the learning situation course standard,determining the teaching objective” and“determining the teaching mode by combining the material objective”.The teaching process design is divided into two types according to the teaching mode.The teaching process of the“goal decomposition” teaching mode is designed according to the goal,while the teaching process of the “link decomposition” teaching mode is designed according to the links of“teaching and reading,self-reading and extracurricular reading”.Through the concrete teaching design and the application of “Trinity” reading teaching system theory,the research content is more practical.The fourth chapter is the fifth part of this paper.The main content is the prospect of“Trinity” reading teaching in high school Chinese.On the basis of analyzing the development trend of Chinese teaching,this paper integrates the adaptability of the “trinity” reading teaching system to the development of The Times.Secondly,it reflects on the problems existing in the “Trinity” reading teaching system of high school Chinese,and further looks forward to the prospect of the system.Finally,the author puts forward the expectation of this system,and hopes that the “Trinity” reading teaching system will be able to move towards a bright future in the continuous optimization of teaching strategies.