Study On The Status Quo And Strategy Of Using Reading To Promote Writing In Elementary School Chinese In Senior Years

Reading teaching and writing teaching are two important tasks in Chinese curriculum teaching,which have been emphasized since the new curriculum reform.The close relationship between them makes experts and scholars pay more and more attention to the teaching combining reading and writing.With the promotion of the textbooks in the upper grades of primary schools,the practice of reading to promote writing has been further strengthened.Therefore,it is particularly important to make an in-depth study of the current teaching situation of reading and writing in senior high school.This study mainly adopts the methods of literature,investigation and observation.The author first learned about the research status of read-writing and related concepts by consulting literature materials,then analyzed the teaching status of read-writing in senior high school by means of investigation and observation,and finally put forward relevant teaching strategies,so as to provide some help for the teaching of read-writing in senior high school.This paper is divided into six chapters.The first chapter is the introduction,which mainly introduces the research background,research significance,core concepts,research status and research methods.The second chapter mainly discusses the theoretical basis of teaching by reading and writing from three aspects: constructivism theory,learning transfer theory,language input and output theory.The third chapter through the questionnaire,interview,classroom observation method to sort out the primary school senior period by reading to promote writing teaching status;The fourth chapter is mainly based on the survey results of the previous chapter,the senior period of primary school reading to promote the teaching of writing problems and causes are analyzed.The problems analyzed by the author are: teachers' insufficient understanding of reading to promote writing,teachers' lack of guidance on reading to promote writing,teachers' improper evaluation on reading to promote writing and teachers' lack of reflection on reading to promote writing.The reasons are summarized as follows: the lack of training in reading-for-writing teaching in schools,the lack of teachers' ability in reading-for-writing,the neglect of the effectiveness of evaluation,and the tight working time and heavy task of teachers.The fifth chapter is the strategic Suggestions for the teaching of reading to promote writing in the senior period of primaryschool.The author mainly puts forward strategies from four aspects: improving teachers' understanding of reading to promote writing,strengthening teachers' guidance on reading to promote writing,optimizing teachers' comments on reading to promote writing,and improving teachers' reflection on reading to promote writing.Chapter six is the conclusion and reflection of this research.