A Study Of The Reading/Writing Integration In The Chinese Course In High Schools

The status quo of the teaching of writing in China is in a dilemma:On the one hand, the role and importance of writing are largely neglected in comprehensive Chinese textbooks or "selected readings" textbooks; on the other hand, high school classroom teaching involves a great deal of non-teaching activities instead of offering writing instructions in the true sense. The reason can be attributed to unclear understanding of the focus of reading, the focus of writing, and the type and strength of the relationship between the two. Therefore, the teaching of reading and instruction in writing have become separate domains, with the former neglecting writing while the latter being confined only to the correction of compositions in the original.The aim and task of this paper are:On the basis of an investigation of the reading/writing integrated teaching at home and abroad as well as a survey of the present reading-oriented approach, the writing-oriented approach and the reading/writing integrated approach, the author defines New Notion of Integrating Reading/Writing (NNIRW), and five types of functional writing:accumulative writing, simulated writing, learning-triggered writing, critical writing and explorative writing, which correspond to five types of texts:samples, exemplary articles,masterpieces and material for ready use. Then, the author applies those concepts to examine the Chinese textbook compiling and classroom Chinese teaching.The paper falls into three major parts. The first part examines macro-view idea about the reading/writing integration. Except for preface of the first chapter, academic base is explored in the second chapter; what is involved in the third chapter is the true form of the reading/writing integration in curriculum document in China and abroad. Based on prior three chapters, New Notion of Integrating Readingg/Writing (NNIRW) is defined. The second part is strategy research at middle-view level. In chapter 4, the intergrowth relationship between writing education environment and its core elements is established under NNIRW; the concepts of five functional writings corresponding to four "elected article" are defined; two orientations and writing types NNIRW is affiliated with are described; two-dimension framework-knowledge and reading capacity-of NNIRW is constructed. This part intended to solve the implementation modes and strategies of NNIRW. The third part applies itself to micro-view operation research. Chapter 5 is used to review how five functional writings are developed in the language and literature textbook of China and abroad, including specific development idea, development level, and development strategies. Chapter 6 is action research part of this thesis, practical operation of five functional writings and its improving suggestions are undertaken.