Research On The Integrated Teaching Of Reading And Writing Based On The Unified Edition Of High School Chinese Textbook

Reading and writing have always been an important part of Chinese teaching and the exploration of the relationship between them has always been a significant topic.The unit design of the unified compilation of high school Chinese textbooks fully reflects the writing characteristics of "combination of reading and writing",which is one of the highlights of its layout.At the same time,it also responds to the relevant requirements parts in the common high school Chinese curriculum standards,which is placing a high value on a combination of reading and writing.Based on this,the article first conducts a survey on the current situation of Chinese language reading and writing integration in high school classrooms through questionnaires and interviews.By analyzing the existing issues,it can be found that there has been some progress in the integration of reading and writing in high school Chinese language teaching.However,there are still some shortcomings at the operational level,such as the imbalance proportion,arbitrary teaching content and single teaching methods of reading and writing combined teaching.Secondly,the article specifically analyzes the arrangement situation and characteristics of the combination of reading and writing in the current unified compilation of high school Chinese textbooks,and strives to find a reasonable basis for the optimization strategy.In addition,the paper also finds relevant theoretical support for unified compilation of high school Chinese reading and writing combination,among which,the theory of reverse instructional design reflects the new direction of unified compilation of high school Chinese textbooks reading and writing combination teaching,emphasizing that reading and writing should be carried out in tasks and situations around the whole unit concept,so as to promote students’ real understanding of the core knowledge.Thirdly,combined with the teaching situation,the characteristics of textbook arrangement and theoretical basis,this paper tries to propose specific optimization strategies of read-write combined teaching from four aspects : learning objectives,tasks,methods and evaluation,It is hoped that this can provide a new path for high school Chinese language teachers to effectively carry out integrated reading and writing instruction: First,the setting of learning objectives should be based on the unit as a whole,from the whole to the part,from refining the general concept of literacy to putting forward specific literacy learning objectives;Second,according to the characteristics of the text,the promotion of learning tasks should be integrated the text,connected reading and writing or social life to construct the connection between reading and writing;Third,the choice of learning method should back to reading and writing itself,pointing to deep reading and effective writing;Fourth,the implementation of learning evaluation should adhere to the teaching process of teaching,learning and evaluation,and achieve diversified assessment methods with the goal of promoting understanding,and develop literacy assessment scales that are conducive to enhancing validity.At last,this paper takes Unit 2 of the compulsory high school Chinese textbook as an example to develop a case of teaching design combining reading and writing.