Abstract: In face of the theory of integrating library reading promotion activities into classroom teaching in college and university, the paper, based on teaching practices, proposes three concepts – “Embedded Education”, “Thematic Presentation” and “Multiple Linkage” – as the key content of the integration model. It proceeds to construct a theoretical analysis dimension from perception to cognition in self-examination in the explanation and analysis of individual case. It emphasizes the teaching interaction and classroom integration among university librarians, faculty and students, which leads to the reorganization of knowledge resources in reading promotion activities, thus promoting the regeneration of library work paradigm with knowledge innovation ability.