Study On The Chinese Teaching Practice Of Reading For Promoting Writing In Junior Middle Schools

The Chinese curriculum concept at the stage of compulsory education is aimed at making every students obtain the basic Chinese literacy and have reading and writing skills to meet the demands of actual life.At the stage of junior high school,reading and writing are the inseparable learning points for students,and two everlasting teaching difficulties for teachers.The fundamental purpose of Chinese reading teaching takes the texts as the main teaching tool to teach students to read,cultivate students' reading ability,and make students become an independent and free reading subject on this basis.While writing is the specific manifestation and external form of reading,and writing ability is the comprehensive embodiment of Chinese literacy.At present the trend of Chinese examination has a much higher requirement of reading and writing than the usual teaching contents.The selection range has been far beyond the cognition range of teaching materials and junior high school students.The reform of new college entrance examination has extremely high requirements in terms of Chinese reading ability and core literacy.The difficulty of Chinese will be increased in the aspect of reading comprehension,while writing firmly occupies half of the senior high school and college entrance examinations.All Chinese educators will never ignore the reading and writing teaching,and they have paid high attention to the problems in junior high school Chinese reading and writing teaching.They have studied these existing problems,which is also the theoretical basis for the author to carry on research.With the continuous advancement of the new curriculum reform,many teaching cases combined with Chinese reading and writing in junior high school have emerged.Achievements have been obtained in both teaching model and teaching method.However,there is also the phenomenon of speciosity and relationship between the two is still not well handled,so that reading and writing are often regarded as the two independent skills for training.If things continue this way,students are unable to form a habit of improving their writing ability through reading,thus it is difficult to improve their writing ability and Chinese literacy.It coincides with a new round of classroom teaching reform in primary and secondary schools in Zhanjiang,which lays emphasis on cultivating students' innovative spirit and practical ability,focuses on the reform and innovation of teaching and learning methods,advocates new learning styles of independence,cooperation and inquiry,constructs independent and efficient classroom teaching model,pays close attention to students' interests,motivations,emotions and attitudes,and fully implements the requirements of curriculum objectives.For this purpose,based on the correlational studies on the existing domestic and foreign reading and writing teaching and according to the relevant training requirements of compulsory education curriculum standards and junior high school Chinese texts,this paper takes the junior high school students in Oriental Experimental Attached Middle School,Lingnan Normal University as the respondents,takes the literature research,questionnaire survey,practice research and so on as the research methods and objectively analyzes the subjective and objective factors that weaken students' Chinese reading and writing skills in class combined with the current situation of reading and writing teaching in junior high school Chinese classroom.This paper takes the official text reading teaching from Seventh Grade to Ninth Grade as the opportunity,and studies how to effectively cultivate students' writing ability through in-class text reading guidance by taking teaching practice as an example from three perspectives of integrating teaching materials and organizing theme activities,connecting in-class and out-class reading to promote reading and writing skills and using model essays to construct language patterns,and migrates students' writing ability by means of expanding after-class reading.This paper is divided into the following three parts:The introduction discusses the reasons of selecting this topic,research status,research significance,theoretical basis and research methods.The first part of the text sets the clear objective of relying reading teaching to promote writing from three perspectives of basic recognition of reading and writing teaching,feasibility analysis of junior high school reading teaching to promote students' writing ability,and theoretical basis of relying on reading teaching to promote students' writing ability,thus providing necessary theoretical basis for corresponding teaching practice.First of all,this paper explains the basic recognition of reading and writing teaching,and carries on feasibility analysis for junior high school reading teaching to promote students' writing ability from two aspects of implementing text resources of junior high school reading teaching and requirements of new curriculum standard for reading and writing learning objectives.The second part analyzes the questionnaire survey result.It objectively analyzes the current status of junior high school reading and writing from two aspects of teachers' "teaching" and students' "learning" and finds out the existing problems in the teaching and learning process of teachers and students,thus summarizing the reasons why it is difficult for junior high school Chinese reading teaching to promote reading,so as to carry out the next teaching practice research.Based on the official teaching materials,the third part guides students to carry out thematic reading and writing activities,and promotes the teaching practice of students' writing ability through in-class and out-class text analysis and the development of thematic reading and writing inquiry activities.Then,on the basis of Qunwen Yuedu,the close relation of in-class and out-class reading is realized to promote students' writing ability,which is elaborated from three perspectives of necessity of after-class extended reading,relationship between after-class reading and writing and effective measures to connect in-class and out-class reading.Finally,this paper describes how to use model essays for reference,and helps students to construct language models through three teaching practice procedures of finding "models",selecting "models" and constructing "models",and promotes students' writing ability.Through teaching practice and exploration,this study is aimed at discussing the importance of reading teaching to the writing ability improvement of junior high school students,analyzing the existing problems in terms of reading and writing as well as teaching and learning,proposing effective strategies to promote students' writing ability based on reading teaching and testing the effect through practice.