中国是诗词大国，古诗词是我们伟大民族五千年灿烂文化的结晶，是小学阶段语文教学的重要组成部分，是小学生了解中华文化、汲取优秀中华传统文化养料，提高语文核心素养、陶冶情操的重要途径。统编本教材和新课标都对小学高年段学生的古诗词学习提出了更高的要求，对教师的教学水平的提升也提出了更高的期待。在实习的过程中，笔者发现 F 小学这所北京市优质小学有着天然的古诗词教学条件和资源，其在古诗词教学中方面取得了一定的成绩。将 F 小学在高年段古诗词教学中的经验与做法归纳为“三读一化”模式，即“晨读开放式诵读”、“课堂情境式精读”、“课后拓展式广读”和“全面浸润化”。
      本研究主要试图回答三个核心的研究问题：1.F 小学“三读一化”模式的古诗教学策略是如何实施的？2.这种模式对学生古诗词的学习方式产生了什么影响？3.如何进行进一步的改进？
      笔者采用个案研究，通过对高年段（5、6 年级）语文备课组的三位教师、两组学生进行半开放型访谈、非参与式观察以及对教师的教案、学校相关资料、学生作品等实物进行分析，研究发现“三读一化”模式下的古诗词教学策略发生了以下变化：从“封闭式”到“开放性”的晨读诵读、从“模板式”到“情境化”的课堂精读、从“单一化”到“拓展性”的课后广读以及全面浸润化；其对高年段小学生的古诗词学习方式的影响包括从传统的机械式学习向有意义学习的转变，学生自主、合作、探究的学习方式的形成，以及学会学以致用，应用于实践生活中。同时也指出了该模式让需在教师经验和文学素养的提高、适应范围的普及以及全面浸润化的各方配合方面进一步改进。最后笔者得出的研究结论：“三读一化”模式的教学策略启示、学校要做好古诗词学习的顶层设计与整体布局、师生共创古诗词学习的文化环境、古诗词学习与学校课程体系的融合共生、教师要做好古诗词教学的实践者、引领者。

  China is a country of poetry, ancient poetry is the crystallization of our great nation 5,000years of splendid culture, is an important part of the primary school language teaching, is the primary school students to understand the Chinese culture, absorb the excellent traditional Chinese culture, improve the core quality of the Chinese language, edify the sentiment of the important way. The unified compilation of this textbook and the new curriculum standard have raised higher requirements on the learning of ancient poetry of senior students in primary schools and raised higher expectations on the improvement of teachers' teaching level. During the internship, the author found that F primary school, a high-quality primary school in Beijing, has natural teaching conditions and resources for ancient poetry, and has made some achievements in the teaching of ancient poetry. The experience and practices of F primary school in the teaching of ancient poetry in senior years are summarized into the mode of "three readings and one turn", that is, "open reading in the morning", "intensive reading in the classroom", "extensive reading after class" and "comprehensive infiltration".
      This study mainly tries to answer three core research questions: 1. How is the teaching strategy of "three readings and one transformation" in F primary school implemented? 2. What impact does this model have on the way students learn ancient poetry? 3. How to make further improvement?
    The author USES the case study, through to the full period of (5, 6) three teachers of Chinese lesson preparation group, two groups of students in a half open interviews, participatory observation as well as to the teacher's teaching plan, the school related information, student work, such as material analysis, the study found that read the "three a" mode of teaching ancient Chinese poems occurred the following changes: from "closed" to "open" morning reading reading, from the "template" to the classroom teaching of "situation", from the "simplification" to "expand" after class to read and full infiltration; Its influence on the learning mode of ancient poetry of senior pupils includes the transformation from traditional mechanical learning to meaningful learning, the formation of the learning mode of students' autonomy, cooperation and exploration, and the learning mode of learning to apply what they learn to practical life. At the same time, it also points out that the model needs to be further improved in the improvement of teachers' experience and literary literacy, the popularization of the adaptive range and the cooperation of all parties with comprehensive infiltration. Finally, the author concluded that the research conclusion: "three read a" pattern of teaching strategy enlightenment, the school should be the top design and the overall layout, the study of ancient Chinese poems between teachers and students to create a learning culture, ancient Chinese poems poems study with the school course system of symbiosis, the teacher must be practitioners, leading the teaching of ancient Chinese poems.