The Difficulties And Breakthroughs In The Transformation From Reading To Writing Of Senior High School Students From The Perspective Of Linguistics

The conventional teaching idea of helping high school students benefit in the transition from reading to writing is to absorb the instructive and enlightening content from the reading to serve the writing process,and then integrate it into the composition in various ways.Modem education background,where exist endless problems of expression in students' compositions,stresses the content but ignores the forms.Some prominent and concentrated problems are reflected in the students' compositions in terms of meaning,language style,logic,rhetoric and thinking via collecting,sorting out and analyzing the date of some large-scale examinations.In the process of analyzing the fourteen typical cases of different writing ability levels from the linguistics perspective,it is found that whether they are high in Chinese language quality or strong in expressing ability,their compositions reveal problems such as weak grammar knowledge and unclear thinking.In view of this,teachers should be actively involved in students' reading,guiding them to learn language rules intentionally,which helps upgrade spontaneous absorption to conscious learning.Teachers analyze the expression characteristics and basic rules of the Chinese language first,and then let the students read independently,which may help the students learn the content and pay attention to the Chinese language learming principles while reading behavior occurs.With the help of this learning method,students can form a relatively stable and standardized sense of language in the long-term reading,and then improve the written and verbal expression behavior in the future life,forming language quality in Chinese literacy that corresponds with the basic norms.