Research On The Application Of Writing To Promote Reading In The High School Chinese Reading Teaching

Reading and writing is a traditional topic of Chinese teaching in our country, but at the time to talk about the relationship between reading and writing, people tend to see is read to write the basic role,emphasizing reading to promote writing, reading is regarded as a tool to improve the writing ability, is seldom mentioned by people write to read reaction. Reading and writing is a dialectical unification relations, reading is the basis of writing, writing promotes reading. In high school Chinese reading teaching, the teacher write infiltrated,can guide students in writing practice in the development of thinking,imagination, to explore the text, flexibility in the use of language experience of author’s unique writing style and understand the text profound humanistic connotation, both to achieve unity of the language curriculum tool and humanity.The research uses the literature method, survey method and case analysis, from the perspective of writing to promote reading in thehigh school Chinese reading teaching. By writing to promote reading literature review, the research dynamic of upper bound on the basis of this set the core concept of this study, as well as to the implementation of the writing to promote reading to find theoretical basis. Using the method of questionnaire and interview to the high school Chinese reading teaching in writing to promote reading of the status of the investigation research. Through the analysis of the results of the survey, found that the high school Chinese reading teaching in writing to promote reading mainly exist the following problems: the students read in writing the lack of initiative, lack of skills and methods, failed to reflect the creative, form relatively immobilized, failed to form a good habit. The main cause of these problems are: the teachers and students to read the old ideas,teachers ignore the students’ individual differences in reading teaching and reading needs, do not reach the designated position under the guidance of teachers. Finally, in view of the existing problems and reasons, in conjunction with the teaching case of excellent teachers and their teaching practice, put forward the application in writing to promote reading application strategy. That is,find a proper breakthrough point in writing to promote reading, clever apply in writing to promote reading skills, flexible choice, evaluate students to write in the form of writing to promote reading results.When looking for a breakthrough point, can from the students interested in the text, text in the key word segment, difficult point and the place such as white, use the technique in specific guidance of substance, translation and writing and rewriting techniques and methods, in the process of writing to the appropriate application different form, such as filling out the form, copy writing, the design of blackboard writing, the appreciation of couplets, expression of metaphorical meaning and written language appreciation and so on,write to the student achievement evaluation to timely and continuous,respect students’ individual character, adopt different ways, and targeted and expansibility. High school Chinese reading teaching without auxiliary, appropriate written by using these methods can improve the language teacher reading teaching, inspire students’ reading interest and improve students’ Chinese accomplishment.