Research On The Present Situation And Strategy Of "Reading And Writing Combined" Teaching In Junior Middle School Chinese

Reading teaching and writing teaching have always been the focus and difficulty of Chinese curriculum in junior middle school.The Chinese Curriculum Standards for Compulsory Education(2022 Edition)put forward specific goals and implementation suggestions for the teaching of reading and writing in junior middle school,providing programmatic and directional guidance for junior middle school Chinese teaching.In traditional Chinese teaching in junior middle school,teachers basically use separate teaching methods for reading and writing.Therefore,this teaching method leads to the relatively large number of hours of reading teaching did not achieve the teaching effect,the number of hours of writing teaching is less effective.As the Chinese Curriculum Standards for Compulsory Education(2022 Edition)pay more and more attention to students’ quality education,traditional Chinese teaching in junior high schools has been difficult to meet the needs of today’s social development.With the application and promotion of Chinese textbooks compiled by the ministry in junior middle school,the teaching mode of combining reading and writing is gradually accepted and used by teachers,but there are still some problems,such as teachers’ weak awareness of combining reading and writing and students’ insufficient grasp of reading and writing methods.Through classroom observation,questionnaire survey and interview of Chinese teaching in a middle school in Shouguang City,Shandong Province,this paper finds out that there are some problems in Chinese teaching in the combination of reading and writing teaching in the middle school,and analyzes the problems found,and tries to put forward the optimization strategy of the combination of reading and writing teaching,hoping to provide certain help for Chinese teaching in the middle school.Besides the introduction,this paper includes three chapters:The introduction mainly introduces the reasons for the topic,literature review and research methods.The first chapter is the core concept,theoretical basis and resource analysis of "read-write combination".This part is mainly: to define the concept of "read-write combination";From the perspective of educational psychology,this paper expounds the theoretical basis of reading and writing combined with teaching,which makes theoretical preparation for the research of this paper.This paper combs and analyzes the resources of Chinese Curriculum Standards for Compulsory Education and Chinese textbooks for junior middle schools compiled by the ministry,so as to provide reference for teachers to combine reading and writing with teaching resources.The second chapter is the investigation and cause analysis of junior high school Chinese "reading and writing combination".In this part,through the investigation methods of classroom observation,student survey and teacher interview,the problems existing in the combined teaching of reading and writing in junior middle school are presented,and the causes are analyzed.This part is divided into the third part of the middle school Chinese "reading and writing combination" optimization strategy to provide optimization direction and thinking guidance.The third chapter is the optimization strategy of "reading and writing combination" in junior high school Chinese.This part is mainly based on the problems existing in the combined teaching of Chinese reading and writing in a middle school in Shouguang City,Shandong Province to put forward the corresponding improvement strategies,from the reading,writing,the combination of reading and writing and teaching evaluation of the implementation of junior high school Chinese reading and writing combined teaching strategy research.In the implementation of reading and writing combined teaching strategy,teachers should not only guide students to learn writing methods in reading,but also stimulate students to think about reading texts in writing.This requires teachers to use correct reading and writing combined teaching methods and adopt diversified teaching evaluation methods when teaching Chinese in junior middle school.