Research On The Integrated Teaching Of Reading And Writing Of Speech Words In Middle School Chinese Under Communicative Contexts

This paper analyzes speech compositions for middle school students in their examinations in the recent two years and finds that most speeches written by middle school students are unreasonable and uninspiring,making them unable to achieve the expected speech effect.This reflects three root problems at the teaching level: First,the particularity of speech writing is ignored.Second,the teaching relationship between "reading" and "writing" is disjointed and inverted.Thirdly,simple situational teaching appears.In order to solve the three problems,this paper puts forward solutions to ensure integrated teaching of speech reading and writing under communicative contexts.We should pay attention to three main points.First,stylistic characteristics of "speech words" shall be highlighted and the problem that the particularity in writing speech words shall be solved.Researches show that the nature of speech words is their communication which is shown as follows:(1)they take “acting”,“speaking”,“seeing” and “listening ” as the communication mode;(2)they take groups as text communication objects;(3)they aim to agitate audiences’ mood.According to these features,this paper puts forward some reading and writing requirements for speech words,for example,they should conform to oral expression habits,pay attention to characteristics of audiences,logic guidance and other reading and writing requirements.Second,we should develop "integrated teaching for reading and writing" and solve the disjunction and inversion problem of "reading" and "writing" teaching relationship.The integrated teaching of reading and writing is different from the two previous forms of "imitation" and "citation" because it takes writing as the standard.It trains students’ writing mindset in reading and cultivates their consciousness in writing and finally helps achieve the teaching effect of interconnected reading and writing abilities.Third,the teaching under "communicative context" solves the problem of too simple situational teaching.Teaching should always be placed in a communicative context during both reading and writing stages.In the reading stage,teachers should guide students to analyze the communicative contextual elements in the text and explore writing ideas,writing intentions and writing methods of the author so that they can think of topics to write when they read books.In the writing stage,pseudo-authentic communicative situations shall be set to help students analyze the psychology of readers(audiences)and to preset the speech effects so that they can read something when writing their composition.Students and speech texts,teachers and speech texts,students and teachers,reading and writing should constitute an organic whole under communicative contexts.In the process of concrete teaching implementation,due to the limitation of class hours and students’ demands for improve their reading and writing abilities,the common speech words in middle schools can be divided into four categories according to their communicative purposes: the introduction type,the criticism type,the sentiment type and the celebration type.Besides,key points to improve students ’ ability in reading and writing speech words should be determined according to characteristics of different types of speech words.Speech words of introduction type focus on cultivating students’ contextual analysis and presupposition ability;those of criticism type aim to improve students’ logical thinking ability and debating skill;those of sentiment type focus on cultivating students’ emotional contagion ability and thinking guidance ability;those of celebration type highlight students’ ability to select topics and collect and arrange data.Finally,this paper determines teaching objectives according to specific texts of different types of speech words and carries out the teaching design of integrated reading and writing under communicative contexts so as to provide teaching examples of integrated reading and writing for the teaching of speech words in middle schools.