Research On The Teaching Of "Promoting Writing By Reading" In Chinese Text In Junior Middle School

Reading and writing have always been the two mountains in Chinese teaching in primary and secondary schools.They are closely related and complement each other.However,there is a disconnection between text reading and writing teaching in Chinese teaching in our country at present.In the middle school Chinese teaching class,the real systematic writing class is rare,the middle school Chinese writing teaching is random,scattered problems,teachers often treat the writing class empiricism as the leading.The root cause lies in the incomplete cognition of the reading and writing functions of the text,and the fuzzy cognition of the relationship between the two,which makes the teaching of reading and writing of the text independent and distinct.Therefore,writing teaching should strengthen the connection with text reading,so that text reading can promote students’ writing ability.Based on this situation,this paper will try to use text reading to promote writing teaching and realize the effective integration of the two.This paper is divided into the following four parts:The first part discusses the macro theory.Including the "Introduction",the first chapter defines the concept of reading promoting writing,the theoretical basis and the requirements of the curriculum standard.This paper expounds the research background and significance,research methods and theoretical basis,so as to lay a theoretical foundation for the next research.The second part discusses the necessity and feasibility of the implementation of "reading to promote writing" for junior middle school students.Firstly,it analyzes the reading psychology and writing psychology of junior middle school students.Junior middle school students’ reading perception ability is not mature,reading thinking ability is still weak,and writing psychology presents complexity,transition and imitation.Therefore,junior middle school stage is the key period for the cultivation of writing ability.Then it analyzes the occurrence mechanism of reading and writing.Students are both readers and writers.Reading mechanism is the input and construction schema,and writing mechanism is the reconstruction and restoration of schema.Finally,it interprets the requirements of the curriculum standard.The third part investigates and analyzes the current situation of the implementation of "reading to promote writing" in Chinese Texts in junior middle school.In-depth front-line teaching,we conducted a sample analysis survey of junior middle school students’ composition and a questionnaire survey and analysis of junior middle school students’ learning situation of "reading promotes writing".It aims to master students’ learning situation,clarify students’ problems in the learning process,and explore practical,effective and targeted coping strategies.The fourth part explores the strategy of "promoting writing by reading" in junior middle school Chinese text.Based on teaching materials,make full use of the rich resources of unified Chinese teaching materials;Based on classroom practice,a writing teaching framework integrating single teaching and unit teaching is adopted;Based on after-school evaluation,implement innovative and diversified learning effect evaluation methods.These strategies run through the whole teaching process to improve students’ interest in writing,promote the progress of students’ writing level,and provide reference for teachers’ teaching.