The Application Of The Idea Of ​​Reading And Writing In Chinese Writing Teaching In Senior Middle School

"Reading and writing combination, using reading to promote writing" is not only the tradition of education, but also a method for the composition teaching that widely used by numbers of Chinese language teachers. But in the practice of teaching, the effect of "using reading to promote writing" is not very ideal. However the new curriculum standards emphasizes on "reading and writing combination", so many Chinese teachers are anxious to solve the problem that how to combine them effectively. The author summarizes the existing research, combined with new curriculum standards indications that the adaptation of the times is not the "reading and writing combination" but the "reading and writing interaction ", because this idea has broken the shackles of the combining with reading and writing in the past which ignoring the psychological development of students, in line with the new curriculum standards to the student demands.This paper is divided into four parts:The first chapter mainly analyzes the background and significance of research topics and the existing researches and the methods of the researches. This section focuses on some of the existing outstanding elaborate research about reading and writing combination, summing up the approximate scope of these studies, and analysis of the deficiencies, as the important basis and support for my thesis research. The second chapter focuses on the theoretical basis and connotation of reading and writing combination. First of all, the author sorts out the background, meaning and classification of the interaction theory. Secondly, the author illustrates the theoretical basis and connotation of reading and writing combination, which aims at making a distinction between "reading and writing interaction" and the traditional "reading and writing combination", pointing out this is a higher levels of "reading and writing combination" that is proposed under the new situation. By combining the requirements of the new curriculum standard on teaching Chinese writing in senior high school, and the researches done by the author during the internship, Chapter three analyzes the reasons why the effects of combining reading and writing are not very good. These reasons are from teacher and students. Teacher’s problems are as follows:(1)"does nothing"(2) because of the lack of systematic knowledge, it results in:a. lack techniques in teaching; b. ignore students’ emotional experiences; c. overlook the accumulation of material. Students’ problems can be displayed like:(1) fail to get systematic writing knowledge from reading (2) be unable to combine reading and writing actively because of lack of awareness (3) fail to grasp effective reading and writing abilities, and combining strategies. So, the statements in Chapter four are about writing teaching strategies based on interacting writing and reading. This is also the important points in the thesis. The author puts forwards the directions of solving problems. And they are to change teacher’s thinking way and teacher’s point cut. In order to enhance the teaching effects of promoting writing by reading, it is very important to be subjective, intellectual, and practical. However, practice is the final foothold. By practice, students’ subjectivity can be shown and knowledge can be digested. So, teacher can get good teaching effects of promoting writing by reading, through the accumulation of experienced material, the practical training methods and building up, and the modification of these points. Finally, the author compares the teaching examples from traditional combining reading and writing, and the teaching examples from interacting reading and writing. Then, the author points that this method is more suitable to modern teaching.