The Research Of Teaching Strategy About Integration Of Reading And Writing In Rural Middle School

Reading and writing influence and promote each other. There seems to be a need for acombination of both in the teaching. But the teachers not only ignore reference functionof reading for writing, but also forget internalization and absorption of writing for reading in the daily teaching. The long-term separated teaching of reading and writing, which result in reading class talking about readingand writing class just blindly forcing students to write. Teachers do not make full use of reading text in the textbook for writing services.Rural middle school students’ knowledge is relatively narrow and practical ability is relatively weak.They depend on reading materials in the text to understand the social and interpret life.So teaching of reading text is critical. But in the era of examination-oriented education, both text reading teaching and writing teaching have a lot of drawbacks. Such as more teachers of teaching reading pay more attention to teach students skills of exam answer according to unit exercises and examination requirements, so few teachers are able to combine teaching reading with writing teaching in order to let students figured out, appreciate, learn and simulation from conception, emotion, structure, wording, language and other aspects ofthe article, which stimulate students’ writingdesire so that reading and writing teaching achieve "win-win." At present, although some high school teachers put forward and try to explore the integration of teaching reading and writing patterns in order to the organic combination of reading and writing, but the teaching model of reading and writing exist a lot of problemsin practice of all types of schools. In view of this situation,the subject analyzes the problems of the implementation of the integration of teaching reading and writing patterns in the rural high school. We should focus on teaching strategies whose purpose is to implementthe integration of reading and writing in rural secondary schools, which result in the teaching of reading and writing achieving mutual promotion, improvements, and enhancing the teaching effectiveness ofsecondary school language.