Strategic Research On The Effectiveness Of Teaching And Writing Chinese In Senior High School

It is always a kind of idea and practice for teachers to combine reading and writingsince ancient times in the field of Chinese teaching. However, in the actual research,teachers usually either focus on the guidance on writing or only focus on theoreticalresearch and inheritance, both of which teaching approaches ignore the two-way role thatwriting and reading play.Based on " the combination of reading and writing " and with the theories of languageteaching theory and psychology, this research analyses the current status of high schoolstudents’ reading and writing performance as well as its reasons to explore effective waysto make these two combine together.This paper is divided into four chapters. The first chapter, collecting a sample surveydata, analyses the problems that senior students have in reading and writing, and then thecauses of these problems from different aspects.The second chapter first reviews the origin of this teaching approach in the history ofChinese education, thus showing the author’s own opinion, then combining the educationtheory and psychology，analyzes its practical significance and application value to realizethe implementation of students in the classroom teaching.The third and fourth chapter are about the concrete ways to the effective combinationof the two. The third chapter focuses on the " read to write " from what to write and how towrite, combined with concrete teaching examples.The fourth chapter focuses on the " writing to read ", introducing three kinds of newteaching approaches: isomerism, research and comment on micro-blog, trying to achievethe purpose of improving the quality of reading.