The Study Of The Strategies Of The Combination Of Reading And Writing In Chinese Teaching —From The Aspect Of Knowledge Classification

The combination of reading and writing teaching method (the IRW method) has been studied by many researchers from different aspects. Based on the previous studies and combined with the classification of knowledge theory in cognitive psychology, the thesis classified the IRW method into two kinds that is descriptive knowledge and procedural knowledge. Depending on the different of their learning conditions, the thesis also discussed about specific teaching strategies. Firstly, the thesis discussed about cognitive psychological function of reading in writing process under the IRW method and come up with teaching strategy that make the descriptive knowledge transfer into writing according to the cognitive structure migration theory. Secondly, given that the concept of reading helps writing has received great attention, the thesis discussed the psychological system of this concept from the angle of knowledge classification. The discussion included two aspects. On one hand, writing can served as cognitive strategy and can improve the learning of the descriptive knowledge effectively by repeating, finishing and organizing. On the other hand, writing, especially form imitation of imitative wring, can serve as exercise to effectively master and consolidate the procedural knowledge learned by reading. The thesis put forward the teaching strategies that improve the learning of descriptive knowledge and procedural knowledge through writing based on the discussion of the psychological system of the concept of reading helps writing.