1. Reading and writing: It looks beautiful.
1. Shallow Reading-Mechanical Imitation of Language Forms
Teachers can't lead students to go deep into the text and understand the essence, so that students can have a deep dialogue with the text and understand the exquisite language of the work. Even some classes simply give up reading the text language, but only lead students to understand some writing skills and start learning to write. This kind of reading naturally loses its proper meaning. Students only rely on conceptual knowledge, and then imitate parallelism, scene description, expression description and so on. Therefore, the reading and writing effect is naturally poor.
2. Lack of guidance-becoming an accessory to the expansion link
At present, a considerable number of reading teaching classes should arrange fragment writing exercises in the expansion link. However, due to the lack of necessary guidance, students' imitation writing is only a superficial skill, and it is only imitation writing. As for why and how to write, the guidance is not in place, and it is difficult for students to use it in writing practice. Lack of systematic guidance, disorganized and unsystematic writing will not help students to improve their writing ability.
3. The cultivation of trivial and rambling writing ability lacks synergy.
In all training activities, including the above-mentioned Chinese knowledge, some students' abilities have been cultivated and improved. However, due to static and isolated shortcomings, the training process is often not organically combined with article understanding. Therefore, this kind of ability training can only be sporadic training, and its ability is definitely lacking in the synergy that runs through the article, and there is no synergy between reading and writing.
2. The combination of reading and writing: a river full of life writing
1. The combination of reading and writing is conducive to improving students' Chinese literacy in an all-round way.
The combination of reading and writing conforms to students' cognitive characteristics, and fully embodies the general law of Chinese learning and the gradient of language training from "understanding language, accumulating language and using language". Attention should be paid to the timely application of the general knowledge about writing extracted from individual cases to the actual language expression, and to the transformation of the language learned from the text into the personalized language used by oneself, so as to further appreciate and understand it in the specific application, and finally consolidate the "speech form", acquire writing literacy, and promote the synchronous development of reading ability to a certain extent. Systematic reading and writing training for students is an effective way to improve their reading and writing ability and an important way for students to realize the all-round development of Chinese literacy.
2. The combination of reading and writing inherits the excellent tradition of Chinese teaching in Zhongdun.
"I am familiar with 300 Tang poems, and I can sing if I can't write." Learning to write from reading and combining reading with writing to promote reading is the essence of traditional Chinese teaching in China, and it is an effective method to improve Chinese ability that has been proved by practice. In modern times, Yao Enming thought: "Reading is closely related to practice. It has the power to absorb written articles in form and the ability to enlighten thoughts and feelings in content. " The idea of promoting writing by reading and combining reading with writing has been fully inherited by modern and contemporary Chinese educators, and we should inherit this excellent tradition of Chinese teaching in China.
3. Reading and writing are important ways to improve the effectiveness of Chinese teaching.
An important reason why Chinese teaching is inefficient or even ineffective is the separation of reading and writing. The focus is still on the level of "what to write", and students are less guided to pay attention to "how to write" and "why to write like this", and less explored the unique charm of the form of the article, so that students lack the awareness of "text" and "context" in reading and cannot understand the text correctly and profoundly; In the cultivation of writing ability, students lack the ability to convert reading materials and acquired materials into writing content, and their stylistic awareness is weak, lacking the "form" support of living writing and personalized verbal expression ability. Long-term practice has proved that the combination of reading and writing complements each other, and the separation of reading and writing loses each other.
4. Teaching and training of reading and writing based on textbooks is highly operational and systematic.
Many texts in the new textbooks pay more attention to the combination of instrumentality and humanism in terms of times and humanism, which is more conducive to the organic combination of students' reading and writing. These texts are examples of students' reading and writing, carriers of combining reading and writing, examples of learning and accumulating languages, and examples of learning and expressing. Textbooks provide rich resources for reading and writing teaching (special study and comprehensive practical activities). At the same time, the combination of reading textbooks and writing and oral communication textbooks makes it possible for us to implement reading and writing unit teaching method in speech form training, which is conducive to building a scientific and orderly Chinese teaching and training system.
Thirdly, the teaching strategy of combining Chinese reading and writing based on textbooks.
1. Careful design ―― Finding the best entry point for reading and writing training
When studying the text and conceiving teaching, teachers should focus on how to make students master the content of the text, understand the main idea of the text and express their emotions, and how to make students pay attention to the characteristics, functions and effects of words and sentences in the text, that is, how to guide students to understand the functions and effects of key words and expressions in the text in expressing their emotions. For example, teacher Han Jun's teaching clip in Dayan River ―― My Nanny:
Health: I have a question. Why is that "purple soul under the loess" a "purple" soul?
Students discuss and clarify the meaning of "purple". )
Teacher: ... In academic circles, this question is still an unsolved case, and there is no unified conclusion. Our conclusion today can also be one of many academic viewpoints. This is inquiry learning!
Teacher: Ai Qing is very sensitive to color. Let's count and see how many color words Ai Qing used in the whole poem, and find them out one by one. (Find out all of them one by one)
Teacher: * * * How many color words are used?
Student: 8 places.
Teacher: Talk about their respective meanings. (Students explain the meaning of color)
Teacher: You can write an academic paper entitled "The Use of Color Words in (Dayanhe, My Nanny)".
Understanding how language is used in a specific context and appreciating the subtlety of language use will also help to deepen the understanding of text content, thoughts and emotions. Therefore, tasting language can integrate the understanding of language form and language content, and "Chinese form" and "Chinese content" can have both. This is just as Mr. Ye Shengtao pointed out, "If we don't pay attention to the form of learning a language, but only seek the results in content, it will be half the effort."
After learning the lesson "From a Hundred Herbs Garden to a Three-Pond Moon", students can learn many expressions, such as the structure and theme of the text, the method of writing scenery from the whole to the part, and accurately describing the activity process with a series of verbs. Why Flowers Are So Red is mainly a descriptive language. Students can learn some new expressions from the text, such as the parallelism in the first paragraph and the interpretation methods used in the article, such as analogy, classification and quotation. Spring is an essay about scenery. It is the focus of students' learning and expression to mobilize a variety of sensory observation, combine positive and negative aspects and use a variety of rhetorical devices to write scenes.
2. Organic infiltration-the key to implementing reading and writing training.
Teachers should combine the reading teaching of typical texts, purposefully guide students to perceive and think about the characteristics and functions of articles from the aspects of text structure, layout and expression order, and apply them in the usual exercises.
In reading class and homework evaluation class, timely and skillfully infiltrating the teaching of composition knowledge can make students' homework less detours. According to the spirit of the new curriculum standard and the characteristics of new textbooks, we should pay attention to the combination of reading teaching, so that students can gradually understand and master it. Such as writing first and then writing separately, summarizing first and then concretizing, concretizing first and then inducing. Writing in chronological order, writing in the order of events development, writing in the order of observation and other common article structures; Common narrative sequences such as sequence, flashback and oblique insertion; Time, place, event, process, result, etc. It should be clearly stated in the notes; The character's quality should be expressed through the description of action, language, appearance and psychological activities; Scenery and objects should be described statically and dynamically in a certain order. At the same time, it is necessary to combine reading with exercises to let students feel and master the general process and methods of composition, such as how to collect and arrange materials before exercises; How to determine the meaning to be expressed; How to select materials, organize materials and draw up an exercise outline; How to modify your homework and so on.
3. Innovative form-the sublimation point of reading and writing training.
(1) Change the style and write in various ways. There are many ways to change the style of writing, the most common one is to rewrite ancient poems, especially some interesting poems (such as "I heard that Wang Changling moved to the Longbiao kiln on the left", "Spring Hope" and "Visiting Shanxi Village"). In addition, classical Chinese and narrative, narrative and expository are interchangeable. For example, translating China ancient prose such as "Carving a Boat for a Sword" and "Two Children Quarrel" into short and pithy modern stories; Write a tour guide of Blue Venice; Collect relevant information and try to write an explanatory article according to the pomegranate content in the text. This way of practicing writing is based on reading the text, understanding the main idea and understanding the main idea of the article, so students feel that there are both materials and methods.
(2) Use imagination to supplement writing. Some texts are simple in content or leave room for narrative description, which provides students with space for imagination and thinking and is also the best training point for reading and writing. Teachers should skillfully guide students to speculate and conceive with the help of the contents in the textbook, and supplement these "blanks" in the form of small exercises. For example, the ending of the novel Window by Australian writer tigert came to an abrupt end. Therefore, teachers can use the ending to guide students to write and practice writing in class, and ask students to master the movements, demeanor, language and psychological activities of the characters in order to expand their imagination and describe the patient's illness, which is in line with the central meaning of the novel.
(3) Integration of visual development writing. In reading teaching, students, as special interlocutors and interpreters, are not rich in knowledge accumulation, life experience and aesthetic ability, which determines the distance between text vision and students' vision. We can eliminate the tension and realize the fusion of vision by changing the reading perspective. When reading the key fragment of Experiment on the Leaning Tower carefully, we can enter the text for dialogue from three angles: first, the reader becomes the present in the text, and the dialogue between "I" and contemporary people; Secondly, as Galileo's father, he experienced the change of characters' attitudes in the text; The third is to let Aristotle travel through time and space and talk to ancient and modern figures. All these make students walk into the depths of Galileo's soul and shock the soul.