The Application Of Reading-to-write English Writing Teaching In Junior High School Of The Countryside

Output of English writing skills is the hardest part of the students' English learning,and it also has become the consensus of education theory and education practitioners.It has become a very important education subject to find the relationship between reading and writing,improve learners' writing output skills,and change the "illiteracy English" phenomenon.Therefore,this research in view of the countryside junior middle school students are faced with the problems in English writing.It aims to verify the writing teaching method-"Reading-to-write",namely whether the combination of reading and writing teaching is to have a role in promoting rural junior middle school students English writing level.It also wants to find in which ways the teaching method of writing will have in writing so that it can provide guidance for the countryside junior middle school English writing teaching,in order to improve the countryside junior middle school English writing teaching.This research mainly adopts literature method,questionnaire survey method and experimental method.At the beginning of the research the author will understand the development of the theory of "Reading-to-write" history and present situation through the literature research home and abroad in order to provide the theoretical basis for the feasibility of the strategy research.The author will questionnaire the two classes of Dehui N0.23 Middle School before the experiment,in order to understand the present situation of the countryside junior middle school students about their use of learning strategies in English writing.The author will collect the writing scores of two classes in the English final test as the pre-test data,and then with the help of SPSS statistical software,analysis to the data,the author will understand the writing level of the students in two classes.In the teaching experiments,the experimental class will write using" Reading-to-write" writing teaching,while the control class will continue to use the previous traditional writing teaching method,and then the author will collect the final exam scores of the two classes in the second year as the post-test data.the author will compare and analyze the test writing scores,in order to find whether the Reading-to-write teaching method can promote students' writing more effectively than traditional teaching method and at the same time help students make progress in students' writing content,language and word progress.The same questionnaire is carried out on the two classes of students after the experiment of questionnaire survey,take an examination of the two classes of students in writing if there is a learning strategy use frequency has changed,to read can promote writing on experimental classes of students in the course of writing learning strategy use.Study found that "Reading-to-write" method is more effective than the traditional writing teaching methods.It can help students improve writing in the content of the article,language expression and composition on the number of words,so it is suitable for the countryside junior middle school studeants' writing teaching.Through the experiment,most students in the experimental class have a systematic knowledge of writing learning strategies and they have the ability to analyze the overall structure of the article.Students have formed them what they have learned in the reading ability of words and sentences used in composition.This study will help to improve the countryside junior middle school students English writing,and has played a positive and significant part in English writing teaching.