A Study On Reading-Writing Integration English Teaching In Senior High School

In practical teaching,the cultivation of students' reading and writing ability is still the weak link in senior high school English teaching.Reading-Writing Integration maximizes the pertinence and effectiveness of classroom reading and writing activities,and achieves the purpose of improving students' English comprehensive ability.In the process of teaching,language input is used as auxiliary,language output is for the purpose,taking into account the information acquisition and writing training.Only by deep understanding and rational use of Reading-Writing Integration,can teachers develop students' reading and writing skills,and improve their literacy.Therefore,this thesis focuses on the research of Reading-Writing Integration English teaching in senior high school,and intends to reveal the existing problems of Reading-Writing integration English teaching in senior high school through the investigation of the status quo of Reading-Writing Integration English teaching in senior high school in LuoYang.This research takes 12 English teachers and 300 students as the research object from six senior high schools in LuoYang.It mainly uses classroom observation,questionnaire survey and interview method to investigate and analyze the current situation of Reading-Writing Integration English teaching in senior high school and to find out the existing Problems in Reading-Writing Integration English teaching in senior high school.Firstly,through the recording of 60 English classes observation in six high schools,the status quo of Reading-Writing Integration English teaching in senior high school in LuoYang is studied.Then,in order to know about the teachers and students' opinions on Reading-Writing Integration English teaching in senior high school,12 English teachers and 300 students is surveyed randomly with questionnaires.Finally,the author interviews 6 English teachers.Through analyzing of the data,84.2% of the students think that the Reading-Writing Integration English course is necessary,and 83.3% of the teachers believe that Reading-Writing Integration can effectively improve students' literacy skills.However,it's obvious that although most of English teachers pay enough attention to Reading-Writing Integration English teaching in senior high school,there are still some obvious problems in the following aspects: the proportion of reading and writing' time allocation is incorrect,language input and output is inconsistency,language input and output is unbalanced,the participation of students is low,and the teachers' feedback is untimely in the process of Reading-Writing Integration English teaching in senior high school.Finally,based on the research findings and the requirements of language input and output theory,it is recommended that English teachers should deepen their correct understanding of the theory of Reading-Writing Integration English teaching,rationally allocate the proportion of reading and writing,improve the participation of students in Reading-Writing Integration English classroom teaching and the feedback from teachers.At last,through the English teachers' active practice and reflection,the quality of Reading-Writing Integration English teaching can be improved.