Introduction Reconnecting disciplinary knowledge with authentic classroom practice remains a persistent challenge in teacher education, particularly in literature instruction. In China's secondary education system, the 2022 Chinese Language Curriculum Standards emphasize sustained engagement with classical literature; however, both high school students and pre-service teachers often demonstrate limited reading stamina and insufficient confidence when engaging with culturally complex canonical texts. A baseline assessment at Guangxi Minzu Normal University (GMNU) indicated that 54% of teacher candidates spent fewer than two hours per week reading classical literature, while many secondary students reported fragmented reading habits and difficulty engaging with classical literary texts. Methods This study presents a practice-based pilot program report with an initial mixed-methods evaluation of the LITERATE (Literature Integration Through Educator-Read-Along and Teaching Engagement) Program, a 14-week practicum-embedded reading initiative integrating peer-guided instruction, multimodal learning, and reflective teaching practice. Program development was informed by a baseline needs assessment involving 89 pre-service teachers and 99 high school students. Guided by principles of cognitive apprenticeship and cultural scaffolding, the pilot summer implementation involved a volunteer subgroup of 10 trained pre-service teachers and 50 high school students who completed the full program. Working in five instructional teams, pre-service teachers guided students through Dream of the Red Chamber using scaffolded thematic reading, multimedia-supported interpretation, and mentor-guided reflective teaching. Program outcomes were examined using pre–post surveys, reading comprehension quizzes, and participant reflections. Results Program evaluation suggested positive changes in both student engagement and teacher preparation. Student classical literature comprehension proficiency increased from 4% at baseline to 92% post-program, while median sustained reading time increased from 15 to 45 min. All students completed the assigned text. Pre-service teachers reported higher self-perceived pedagogical confidence, and many students described stronger understanding and appreciation of the novel through peer-guided discussion. Qualitative reflections further suggested reduced literary anxiety, stronger engagement with cultural themes, and deeper interpretive participation. Discussion As a pilot educational program, these findings suggest that peer-guided multimodal reading combined with reflective teaching practice may support engagement with classical literature while strengthening pre-service teacher development. Larger studies with comparative designs are needed to further examine program implementation and broader applicability.
Li Qin (Wed,) studied this question.