在国家大力推广国家通用语言文字的背景下，识字教学不仅具有培养学生语文核心素养、为其他学科学习奠定基础的作用，还具有提高人口素质、促进民族团结等重要意义。然而，通过课堂观察和调查研究发现，少数民族小学识字教学存在学习参与度低的突出问题。研究表明，学习参与度对学业成就有重要影响，学生积极的学习参与是少数民族识字教学取得良好效果的前提。因此，如何构建提升小学生学习参与的少数民族识字教学模式并检验其实践应用效果是本研究要解决的主要研究问题。三余阅读 APP 少数民族版为少数民族识字教学提供了技术支持，本研究依托该软件构建少数民族小学识字教学模式。
研究首先对汉语识字教学、英语二语词汇教学以及学习参与度相关研究进行调研，借鉴语觉论及以言语交际为中心的外语教学模式、儿童思维发展新论及小学语文双主教学模式，初步构建少数民族小学识字教学模式。邀请学科专家和一线语文教师对初步构建模式进行评审，指出存在的问题并提出改进建议，完成教学模式的第一轮迭代。将第一轮迭代后教学模式应用于少数民族小学语文课堂，通过教师访谈、课堂视频分析、过程性学习材料分析发现教学模式在实施中存在的问题，并进行修订，完成教学模式的第二轮迭代。迭代后，在新疆地区某小学二年级的两个班级开展准实验研究，验证本研究构建教学模式对学生识字学习参与度的作用。以教师评分和课堂视频编码测量学生行为参与，以学校语文测试和学生访谈测量认知参与，以自我报告和学生访谈测量情感参与，通过教师访谈分析教学模式在实际教学中的可行性。
研究得出以下结论：（1）提升小学生学习参与的少数民族识字教学模式分为第一课时和第二课时，第一课时包括课前预习、情境导入、初读课文、生字学习、再读课文、拓展听读、课后作业七个教学环节，第二课时分为课前预习、复习导入、精读课文、拓展听读、迁移运用、分享展示、课后作业七个教学环节。（2）本研究构建教学模式具有在实际教学中使用的可行性。（3）本研究构建教学模式能够提高少数民族小学生的识字学习的行为、认知和情感参与。（4）本研究构建教学模式能够提高少数民族小学生识字学习效果。研究给出教学模式的实践应用建议，对研究不足进行反思，并提出未来研究方向。

Under the background of the national popularization of common spoken and written language, literacy teaching not only cultivates students’ core Chinese quality and lays a foundation for the study of other subjects, but also plays an important role in improving the quality of the population and promoting national unity. However, through classroom observation and investigation, it is found that minority primary school Chinese character teaching has a prominent problem of low learning engagement.Studies show that learning participation has an important impact on academic achievement, and students' active participation in learning is the prerequisite for minority literacy teaching to achieve good results. Therefore, how to construct the Chinese character teaching model to improve minority pupils’ learning engagement and verify its effect of teaching practice is the main research problem of this study. The Minority version of Sanyu Reading APP provides technical support for minority literacy teaching. This study relies on this software to build the teaching model. 
Firstly, based on literature research of Chinese character teaching, English second language vocabulary teaching, and learning participation, drawing lessons from the language awareness and language communication-centered foreign language teaching model, the new theory of children's thinking development, and leading- subject primary school Chinese language teaching model, this study preliminarily constructed the Chinese character teaching model.Subject experts and first-line Chinese teachers were invited to review the teaching model, pointed out existing problems and put forward suggestions.The first iteration of the teaching model was completed. After the first round of iteration, the teaching model was applied to the primary Chinese classroom of ethnic minorities. Through teacher interview, classroom teaching video and learning material analysis, existing problems in the implementation of the teaching model were found and revised. The second round of iteration was completed. After iteration, a quasi-experimental study was carried out in two classes of Grade two in a primary school in Xinjiang to verify the effect of the teaching model on students' engagement in Chinese character learning.Student behavioral engagement was measured by teacher rating and classroom video coding, cognitive engagement was measured by school tests and student interview, emotional engagement was measured by self-report and student interview, and the feasibility of the teaching model in practical teaching was analyzed by teacher interview. 
The study reached the following conclusions: (1) From the perspective of learning participation, the Chinese character teaching model is divided into two class periods. The first period includes seven teaching steps: preview, situational introduction, first text reading, new character learning, re-reading, extended listening and reading, and homework. The second period is divided into seven teaching steps: preview, review and introduction, intensive text reading, extended listening and reading, transfer and application, sharing and display, and homework.(2) The teaching model is feasible to be used in actual teaching. (3) The teaching model can improve behavioral, cognitive and emotional participation of minority primary school students in Chinese character learning. (4) The teaching model can improve Chinese character learning effect of minority primary school students. The paper gave suggestions on the practical application of teaching model. Finally, research limitation and future research direction was discussed.