Research On The Status Quo Of Chinese "Trinity" Reading Teaching In Middle Section Of Primary School

In order to solve the current problems of elementary school students reading less and not knowing how to read,the textbook compiled by the Ministry has organized a "Trinity" Reading System based on core literacy.Starting from the third grade of elementary school,the text of each unit is divided into "intensive reading" and "skimming reading",supplemented by "extracurricular reading",the three interact to increase students' reading volume and improve students' reading ability.This article will combine the layout characteristics of the "Trinity" reading system in the textbooks compiled by the Ministry and the corresponding teaching requirements to investigate the current status of the "Trinity" reading teaching in the middle section of the primary school,and based on this analysis of the problems in teaching practice,put forward the corresponding basic teaching strategies aim to provide reference for the scientific development of the "Trinity" reading teaching.The main body of this paper is divided into three parts.The first part is a basic overview of the "Trinity" reading teaching in elementary school Chinese."Trinity" reading teaching refers to reading teaching based on "intensive reading","skimming" as application,and "extracurricular reading" as an extension.The author firstly elaborated the layout design characteristics of the "Trinity" reading system in combination with the part-edited third and fourth grade Chinese textbooks,that is,the "double-line" component of the reading unit,the distinction between intensive reading and skimming,and the inclusion of extracurricular reading into the reading system;Based on the principles of primary school Chinese reading teaching,combined with the characteristics of the "trinity" reading teaching,it is concluded that teachers should follow the principles of systemicity,autonomy and mobility in teaching;finally,according to Professor Wen Rumin's teaching session on the use of textbooks compiled by the Ministry Put forward teaching suggestions and conclude that in the implementation of "Trinity" reading teaching,attention should be paid to distinguishing class teaching,paying attention to the acquisition of students' reading methods,carrying out "1+X" group text reading,and providing a theory for the subsequent investigation of the current situation of reading teaching in accordance with.The second part is the investigation and analysis of the status quo of the "Trinity" reading teaching in middle school Chinese.The author conducted questionnaire surveys and interviews with the third and fourth grade teachers and students of 11 primary schools in Chongqing.Through the collected data,the author analyzed and summarized the current situation and existing problems of the "Trinity" reading teaching in middle school Chinese.Because students in the middle of elementary school do not have better learning autonomy,more reading learning needs teachers' guidance.Therefore,the author draws from the perspective of teachers that the main problems existing in the current "Trinity" reading teaching are: insufficient in-depth study of teachers' textbooks,poor setting of teaching goals;insufficient grasp of academic conditions,inadequate use of teaching methods;insufficient content development,students Insufficient reading transfer;insufficient teaching evaluation,poor reading effect of students.The third part is the basic strategy of "Trinity" reading teaching in middle school Chinese.After finding out the problems through investigation and analysis,the author puts forward the basic teaching strategies for teachers' "trinity" reading teaching from the four aspects of "teaching goals,teaching methods,teaching content,and teaching evaluation" : study the textbooks in depth,accurately formulate teaching goals;use them reasonably Teaching methods to improve students' reading ability;fully tap curriculum resources to enrich students' reading content;improve teaching evaluation in many ways to ensure students' reading effects.