Research On The Teaching Strategy Of "reading And Writing Combination" In Junior Middle School

Chinese plays an important role in basic education,which ranges from elementary school to senior high school for twelve years.Some universities or colleges even classify "College Chinese" into compulsory courses.But on the other hand,Chinese among all the subjects has been of embarrassment for quite a long time.For example,high school students mostly pay more attention to science instead of liberal arts.What impressed me most is the criticism by Lvshuxiang,which means students benefit less,learn slowly,spend more time and perform worse.Reading and writing are both the representatives of Chinese teaching method.Student are able to read thoughtfully guided by the teachers but speaking of writing,lack of writing skills and materials occurs to the students.What causes the situation is because of the education system,textbooks,teachers,a variety of students and some other elements.To improve the quality of teaching,many experts suggest Chinese teachers can adapt the teaching method of combination of reading and writing.Since then,more and more front-line teachers have tried to explore and challenge the strategy.I think teachers can make great efforts to do something new and challenging from writing teaching.My research will be based on Chinese textbooks for Shanghai students with the requirements for students of "Course Standard".In the meanwhile,according to the specific contents in the textbooks,"Reading for writing" and "Writing for reading" will be the combination of forming a certain sequence and systematic teaching of writing strategies.This research mainly talks three aspects:The dilemma of Chinese writing teaching appears in junior middle school.Based on confusion,lack of strategy,value deviation,we teachers are having the trouble in this in class teaching.First of all,students’ confusion of how to choose proper writing materials comes from their hesitation of choice and the limitations of materials.Too many Chinese teaching contents limits students’ choices too much.Asked to pay more attention to a "positive" of "life" instead of focusing on the reference of the book,students are confused about what to write.In addition,What students have to worry is how to refine materials.Many students lack reading quantity so that they can’t be a good thinker of their life.They even don’t know how to think deeply even with the guidance of the teachers.Finally,to finish writing a composition,the value of writing teaching just turn to be writing for homework.They can’t grow their true temperament even more lack of reader consciousness.Secondly,in view of the difficulties and analyzing its causes: inevitable exam-oriented education background and the current teaching material system,the status quo of teachers’ opinions of teaching are the direct reasons."The Dilemma" is the basis of the research.Although some "dilemma" can’t be skipped by front-line teachers,we teachers can do change our classes.The survival of the fittest,only to stand on a higher perspective,to see the path of the obstacle.Thirdly,"reading and writing combination" strategies is in conformity with the psychological mechanism,that is to say,it meets students’ writing psychology,which is the precondition for the implementation of the strategy.What more,most importantly,is applied in practical teaching.Easier said than done,and good strategy requires effective enforcement,effective enforcement need to go deeper into the practical teaching,random strain,flexible implementation according to actual classes.In the research,I combine it with other researchers’ work and put my understanding into the implementation of the "reading and writing combination" strategy,trying to solve the practical problems in Chinese writing teaching in junior middle school.