Experimental Study Of English Reading-to-Writing Teaching In Rural Junior High Schools

Reading and writing are two important parts of English teaching in junior high school,and they are also two basic abilities that students must possess.For students,reading is the input of language,writing is the output of language.Only when they accept much effective input can they output lots of useful information.However,in the current English teaching process,especially in rural junior high schools,the English teachers usually separate reading and writing teaching,and such kind of traditional teaching method still plays a dominant role.Thus,it's difficult for students to improve their writing abilities.The "Reading-to-writing" teaching method combines reading and writing closely.Students conduct systematic and standardized reading activities under the guidance of teachers,and then apply the language knowledge and writing skills which acquired in reading to carry out writing.This kind of teaching method conforms to the language learning rules and is helpful for students to write easily on the basis of a large amount of effective language input.At present,scholars at home and abroad have extensively studies on “reading-towriting” both theoretically and practically,but the study range is only focus on a certain stage,and the research objects focus mostly on college students.For the students in rural junior high schools,there are few researches on this aspects.This paper,based on the application of “ reading-to-writing” in rural junior high schools,try to explore whether“reading-to-writing” is more effective than the traditional teaching method in English in rural junior high schools.In this paper,the author choose the students from two classes in a rural junior high school in Fuping as the research objects.And the literature method,questionnaire survey method and experimental method are mainly used in this paper.At the beginning of the experiment,through the questionnaire and pre-writing test to understand the current situation and level of writing learning of the students.Next,the teacher begins to preparethe instructional design elaborately.The experimental class is taught by “reading-towriting”,and the control class is taught by the traditional teaching method.After the 16-week teaching experiment,the students from two classes will be tested again in a unified test,and a questionnaire will be conducted in the experimental class.Through the collection and analysis of experimental data,this paper draws the following conclusions:(1)After using "reading-to-writing" teaching method,there is a great change in students' attitudes about English writing.Students' writing interest and confidence have improved significantly,and their writing strategies have enriched and improved.(2)In English writing teaching of rural junior high schools,compared with the traditional writing teaching method,“reading-to-writing” is advantageous.It can guide students to carry out reading activities in a scientific way,and use the knowledge and skills they have learned from the process of reading to write English compositions by themselves,thereby improving students' writing grades and abilities.(3)“Reading-to-writing” can help the rural teachers break through themselves,re-recognize the relationship between reading and writing,and link reading teaching and writing teaching more closely.