The Secret Of The Concept Of Knowledge To Integrating Reading And Writing Instruction

Reading teaching and writing teaching often exist as two separate fields in junior high school Chinese teaching in our country.It has caused some problems,so many scholars and teachers have issued a call for integrated reading and writing instruction.However,because teachers have misunderstandings and blind zones in their understanding and practice of integrated reading and writing instruction,integrated reading and writing instruction has been questioned.Given the case of intertwined calls and doubts and the teacher’s concept of knowledge,which fundamentally affects teacher’s teaching,this paper chooses to focus on the core question of what the knowledge view of the junior high school Chinese teacher supports integrated reading and writing instruction.This study aimed to understand the teacher’s teaching practice of integrated reading and writing instruction from the perspective of knowledge concept,trying to help teachers understand integrated reading and writing instruction and formulate integrated reading and writing instruction teaching strategies.This paper adopts narrative inquiry and selects three junior high school Chinese teachers with practical experience in integrated reading and writing instruction as the research objects.This study mainly obtains numerous original data through multiple interviews,classroom observations,and object collection.At the same time,this study uses the literature research method to obtain theoretical data.This paper first shows the growth experience of the three teachers and their general situation of integrating reading and writing instruction to outline the background of the story.Secondly,the researcher observes the explicit behaviors of knowledge concepts,namely,to focus on their classrooms of integrating reading and writing instruction,thereby revealing their behaviors of treating and processing knowledge.Thirdly,in the interviews with three teachers about integrated reading and writing instruction,the researcher listens to the opinions of the three teachers on what knowledge is,what is the meaning of knowledge to students,and how students acquire knowledge.Finally,this study combines the explicit behaviors with the implicit voices from the three dimensions of the concept of knowledge essence,the concept of knowledge values,and the concept of knowledge acquisition to determine three teachers’ knowledge views behind their integrated reading and writing teaching.At this point,the secret of the concept of knowledge to integrating reading and writing instruction is revealed,that is,in the integrated reading and writing instruction,Mrs.Wang’s knowledge view is traditional knowledge view,Mrs.Zeng’s knowledge view is new knowledge view,and Mrs.Tan’s knowledge view is contradictory knowledge view that tends to new knowledge view but is subject to traditional knowledge view.In general,different views of knowledge of teachers cause different integrated reading and writing instruction.Furthermore,combined with their teaching status of integrated reading and writing instruction,it is found that the ideal integrated reading and writing instruction needs the support of teachers’ new knowledge view.