A Case Study Of Multi-texts Reading/Writing Integration In The Chinese Course In Primary Schools

As for language learning and teaching, there is a significant closely connection between reading and writing. Therefore, the relationship between reading teaching and writing teaching is inseparable and complementary in the process of the whole teaching program. However, during the process of our primary Chinese teaching, reading they have not been harmonized and integrated effectively together, neither curriculum setting nor classroom instruction. Under such cases, even some mechanical measure have been taken to combine them together, both the teaching efficiency of primary Chinese and the levels of students’ reading and writing are unexpected unsatisfactory.In this paper, on the basic of Teacher Li Zu-wen’s research of the integration of multi-texts reading and writing and his works, the work in this dissertation mainly adopts Case Study Method to explore and study the systematic operation of it with other supplementary methods, like interviews, observation and real analysis. Thereby, some general patterns are discovered and established. The study primarily consists of two parts: the selection of teaching contents and the operation of teaching process.As for the selection of teaching contents, different textbooks have been largely classified and integrated with related extracurricular books. And this classification and integration provide a great number of precious themes, contents and skills for both writing teaching and learning. Teacher Li mainly presents his writing teaching with worksheets to replenish the curriculum textbooks. The contents of worksheets, which focus on the process of students’ writing, emphasize on the cognitive instruction during the teaching process and the presentation of writing skills and strategies. His worksheets are constructive, situational and integral by checking the contents and function of his worksheets.As for the operation of teaching process, on the basic of classroom observation and reorganization of his lessons, three teaching links go through Teacher Li’s lessons, which the integration of multi-texts reading and writing is successfully combined. They are link of reading through writing, the link of writing facilitated by reading and the link of rewriting after rereading. With regard to reading through writing, it make students write meaningful compositions with the resource that they read original material before; the link of writing facilitated by reading, it makes students revise their own writings; the link of rewriting after rereading, it makes students modify them again by reading one another’s piece. The effects of this integration are surprisingly encouraging: students’ horizon is largely broadened through reading, and the quantity and quality of their writing are obviously improved. Thus, the ability of reading and writing are enhanced accordingly.On the basic of case analysis and study, the theoretical value of the integration between multi-texts reading and writing has been discussed and summed up by constructing the integration diagram. This paper analyzes from three directions, which are the purpose of growing-up, the core desire of growing-up and the acquisition of meaning. In the end, three following conclusions and suggestions have been arrived consequently on the view of school teachers: first, the initiative role of students should be respected and the audience awareness should be cultivated; secondly, various aspects of teaching contents should be integrated cognitive and urgently to promote meaningful learning; thirdly, the stress of the instruction of writing process to make students write smoothly and successfully through reading.