随着信息化时代的来临，移动阅读工具将传统的纸媒内容与互联网结合起来，使大众的阅读活动趋于多元化、碎片化、个性化。在教育领域中，越来越多的移动设备进入课堂，学生运用移动终端开展阅读活动，这为传统的语文教学带来新的契机。但是由于目前面向小学语文阶段的移动阅读APP内容混杂，功能单一，缺乏对小学生阅读行为的过程性特点以及阅读内容独特性的关注，单纯的从“读纸”变成“读屏”，未能发挥出移动工具即时性、交互性等特征。 北京师范大学现代教育技术研究所与北京师范大学高精尖创新中心共同研发的三余阅读APP，是一款面向中小学生的移动阅读应用。软件支持课内教材阅读活动，课外经典共读活动，还可对学生的阅读状态进行评估测试。该软件旨在于通过支持教师和学生开展线上与线下、内容与活动相结合的阅读活动，从而帮助学生掌握阅读方法，养成良好的阅读习惯。三余阅读“读课文”教学模块支持语文课堂中文本讲解，课内拓展阅读，拓展写作等教学环节，为学生提供了与教材文本互动的阅读工具，以及与他人交流的分享平台。 本研究主要经历了以下阶段：在需求分析阶段，本研究对课题区共117位教师进行了问卷调查，对4位课题负责人进行了半结构化访谈，了解目前语文教学存在的问题。同时，结合语文学科素养以及新课程标准对于学生阅读写作的要求制定了原型设计原则；其次，软件经过低保真框图原型，高保真交互原型，测试版，正式版等多版本更替，期间进行原型评估，可用性测试，模拟课堂测试，真实用户测试；最后，正式版本的三余阅读“读课文”模块提供了“资料城”、“小作家”、“朗读”等阅读活动，在阅读器中支持学生自主批注、勾画、摘抄和搜索，并且记录了学生阅读过程中的行为数据。 为进一步了解三余阅读“读课文”模块对语文课堂教学的影响，本研究进行了关于软件应用效果的准实验研究。实验选取了跨越式项目课题学校CYFX两个班级共63位四年级学生作为研究对象，其中A班（实验组）31位学生进行基于“读课文”教学模块的平板教学，B班（控制组）32位学生进行基于平板的语文教学。实验结果表明，三余阅读“读课文”模块在没有增加学生过多认知负荷的基础上，提升了学习者的学习动机和自我效能感。由此可见，三余阅读“读课文”模块可以支持小学语文课堂教学活动，可以提升小学生的阅读兴趣，进而促进学生的深度阅读的发生。

With the advent of the information age, mobile reading tools combine the traditional paper media with the Internet, making reading more diversified, fragmented, and personalized. In the field of education, more and more mobile devices are coming into the classroom to assist students in reading activities and bring new opportunities for traditional teaching modes. However, because of the mixed content of mobile reading APPs for the primary school language stage, the function is single, lack of attention to the procedural and textual features of pupils' reading. The simple change from ‘reading paper’ to ‘reading screen’ does not exert the immediacy and interactivity of mobile tools. The Sanyu-Reading APP, jointly developed by the Institute of Modern Educational Technology of Beijing Normal University and the Advanced Innovation Center for Future Education of Beijing Normal University, is a mobile reading application for primary and middle school students that supports in-class reading, classic reading, and reading ability assessment testing. This study is based on the concept of Leapfrogging Development Theory for Chinese teaching, combined with the characteristics of ubiquitous learning, design and develop software reading modules(‘reading texts’ teaching module), it aims to enable teachers and students to carry out reading activities combining online and offline content and activities thereby through the software. Guide students to master reading methods and develop good reading habits. Sanyu reading’s ‘read the text’ teaching module will support the Chinese class in the text explaining, in-class reading expanding, writing expanding and other teaching links, students are provided with a reading tool that interacts with texts and a sharing platform for communicating with others. In the phase of demanding analysis, this study conducted a questionnaire survey of 117 teachers in the project area and conducted semi-structured interviews with the four project leaders to understand the current problems in language teaching. At the same time, the prototyping principles were formulated in relation to the requirements of students' reading and writing in combination with the literacy and new curriculum standards. The software has undergone low-fidelity block diagram prototypes, high-fidelity interactive prototypes, test versions, and official versions, during which prototype evaluations, usability tests, simulated classroom tests, and real user tests are performed. The official version of Sanyu-reading’s ‘reading text’ module provides reading activities such as ‘data city’, ‘little writer’ and ‘reading aloud’, supports student self-annotation, sketching, excerpting, and searching in the reader, and records students' reading process and behavioral data. In order to understand more about the impact of Sanyu-reading’s ‘reading text’ application this study conducted a quasi-experimental study on the effects of software applications. A total of 63 fourth-grade students from two classes in the CYFX class of the leapfrogging project school were selected as the study subjects. Among them, 31 students in class A (experimental group) conducted the tablet teaching based on the ‘reading text’ module, and 32 students in class B (control group) perform tablet-based language teaching. The experimental results show that the Sanyu-reading’s ‘reading text’ module improves the learner’s learning motivation and self-efficacy without increasing the students’ excessive cognitive load. And through the later satisfaction survey and exchange of interviews for the subsequent improvement of the software provides recommendations.