Research On The Combination Of Reading And Writing Teaching Of Argumentative Essays In Junior High Schools From A Cross-media Perspective

With the development of the times,Chinese teaching pays more and more attention to the cultivation of students' ability of expression and communication and the cultivation of critical and questioning spirit.Reading is absorbing,writing is pouring out,and argumentative essays are the style that best reflects the level of students' thinking development.Therefore,the combination of reading and writing teaching of argumentative essays can well promote the development of students' comprehensive abilities and cultivate talents needed by the times.Based on the cross-media perspective and focusing on the style of argumentative thesis,this thesis puts forward the teaching principles of combining argumentative writing and reading teaching,and analyzes the problems in the teaching of combining argumentative writing and reading according to the principles.Promote the development of the combination of teaching practice in reading and writing teaching of argumentative thesis in junior high schools.The introduction part of this thesis includes the research background,literature review,research purpose and significance,and research methods.Apart from the introduction and conclusion,this thesis is divided into four parts.The first part is the concept definition,research foundation and feasibility analysis of reading and writing combined teaching from the perspective of cross-media.This thesis defines the two concepts of cross-media and combination of reading and writing teaching;the research is based on the theory of social constructivism,"Chinese Curriculum Standards for Compulsory Education"(2011 Edition)and "Chinese Students' Development of Core Literacy";Feasibility analysis was carried out in three aspects.The second part is the statistical analysis of the content of argumentative thesis in junior high schools and the teaching principles of combining reading and writing of argumentative essays in junior high schools from the perspective of cross-media.Based on the research basis and taking into account the background of the times and the characteristics of argumentative essays,this thesis proposes four principles for the combination of reading and writing in junior high school argumentative essays from a cross-media perspective: first,cross-media access to information—the combination of reading and writing pays attention to the diversity of forms;second,Integrate various media resources—the combination of reading and writing emphasizes profound goals;third,distinguishing and analyzing various media positions—the combination of reading and writing highlights the thinking and judgment;fourth,cross-media sharing and communication—the combination of reading and writing emphasizes the reality of the situation.The third part is an analysis of the problems and causes of the combination of reading and writing in the teaching of argumentative essays in junior high schools.Through the method of questionnaire survey and interview,the author conducted a survey on the teaching situation of the combination of argumentative writing and reading and writing among the students of two junior high schools in Dalian,and conducted interviews with teachers who knew the teaching situation of the combination of reading and writing of argumentative essays in junior high schools.There are four problems: first,the combination of argumentative writing and reading is limited to text-to-text;second,the goal of argumentative writing and reading only stays at the level of teaching material requirements;third,the thinking ability of students in the combination of argumentative writing and reading is relatively weak;Fourth,the combination of argumentative writing and reading is formalized.Then the author discusses the reasons one by one according to the problem.The fourth part is the implementation strategy of the combination of reading and writing of argumentative thesis in junior high school from the perspective of cross-media.The author proposes implementation strategies from two aspects: "promoting writing with reading from a cross-media perspective" and "promoting reading with writing from a cross-media perspective".That is,from a cross-media perspective,students' writing ability and level can be improved through multi-form acquisition of reading materials,multi-dimensional expansion of reading content,critical analysis of reading texts,and authentic creation of reading situations;Multimedia innovation,systematic attention to writing activities,multi-level analysis of writing logic,and multi-platform sharing of writing experience promote the improvement of students' reading level.