A Study On The Teaching Strategy Of "Promoting Writing By Reading" In The Seventh Grade From The Perspective Of Group Reading

Reading and writing are an important part of Chinese teaching.The combination of them is an inevitable trend based on the instrumental and humanistic characteristics of Chinese subject,and is also a clear requirement in the new Chinese curriculum standard of compulsory education.In addition,Grade 7 is an important stage in the process of learning.Compared with the unstable psychological development of students in primary school,Grade 8 and Grade 9 have more time for reading and writing training,which is the most rapid and critical period to exercise literacy and develop reading and writing thinking.However,due to the limited personal ability of some Chinese teachers,their understanding of reading and writing remains superficial when carrying out the teaching of "promoting writing by reading" from the perspective of mass reading in the seventh grade.As a result,the teaching objective is unclear,the teaching content is thin,the teaching method is single,the implementation of teaching evaluation is simple,and the Chinese teaching mostly presents two phenomena: the combination of reading and writing mechanically or walking separately.As a result,students’ interest in learning is not high,and "unable to write" and "have nothing to say" have become the norm of writing.In this case,how to increase the total amount of reading,improve the quality of reading and analysis of selected texts,so that students have something to say,know how to write,have the desire and impulse to write,and can write articles,has become the key of the research.The teaching of "promoting writing by Reading" in Grade 7 from the perspective of group reading is an in-depth exploration of "group reading" proposed by Professor Zhao Jingzhong in Taiwan,which can be understood as promoting writing teaching by means of group reading,fundamentally changing the situation that students "can’t write" and "have nothing to say".Professor Zhao Jingzhong first proposed the teaching mode of "group reading".From the perspective of the integrity of Chinese teaching,this teaching mode includes four integrated directions,including the combination of reading and writing.In the direction of integration,"combination of reading and writing" means to expand reading horizons,accumulate materials and methods of reading and writing,and pay attention to the correlation and transfer of reading and writing.This paper takes "group reading to promote writing teaching" as the core issue,conducts a case study based on the author’s practice school,and analyzes "the current teaching situation of" promoting writing by reading in group reading "in seventh grade Chinese from both theoretical and practical aspects,and explores the reasons behind it.It makes the group text reading teaching of Grade 7based on the goal of "improving students’ core Chinese quality and writing ability"more targeted,effective and operable in the actual teaching.Meanwhile,it also actively expands the total reading amount of Grade 7 students,improves the quality of reading analysis,and promotes the growth of their cognitive ability and composition ability.This paper elaborates from the following three parts:Part Ⅰ: IntroductionThis part discusses the research background,research significance and research methods.This paper analyses the concept and research status of group reading and "promoting writing by reading" respectively,and expounds the differences between group reading and other reading methods.Part Two: Chapter One to ThreeBased on theory and practice,Chapter 1 and Chapter 2 determine the teaching status and teaching value of "promoting writing by reading" in Grade 7 from the perspective of mass text reading.Chapter 3 proposes corresponding complete teaching strategies based on the above situation.Among them,the third chapter is the focus.By deeply exploring the teaching status of "promoting writing by reading" in Grade 7 from the perspective of Chapter 1and Chapter 2,this paper specifically analyzes the actual problems and the reasons behind them,and determines the difficulties.Constructivism theory and transfer theory are used to provide theoretical support for the teaching of "promoting writing by reading" in Grade 7 from the perspective of mass reading,which runs through the whole teaching stage,namely the preparation stage,the implementation stage and the evaluation stage.Specific and targeted solutions are proposed.On this basis,the author explains the framework characteristics of "promoting writing by reading" teaching in Grade 7 from the perspective of mass reading.Starting from clear topics,taking the Internet as the carrier,based on the correlation between reading and writing,and using the means of mass reading,according to the physical and mental development characteristics of Grade 7 students,the text selection in class is horizontally correlated with the extracurricular text selection.Concretized reading teaching process,each link is longitudinally related;Reading and writing are organically integrated to form a literacy teaching complex with horizontal correlation and vertical penetration.In this process,teachers and students adopt the teaching method of "promoting writing by reading" as the main method,and carry out practical operation and analysis on the text they read together,as well as the reference and inspiration,perspective and methods,methods and skills of writing.Through the agreement of the knowledge objectives,the processing,transfer and transformation of the knowledge related to the words read are completed,so as to achieve the teaching objectives of improving the core quality and writing level of students.Part Three: Chapter FourThe fourth chapter,combined with the teaching strategies proposed in the previous chapter,based on the case study of the author’s practice school,carried out the "Research on the teaching strategies of ’promoting writing by reading’ in the seventh grade from the perspective of mass reading",carried out the writing teaching practice with the knowledge applied,and discussed the teaching writing effect achieved.The conclusion part evaluates and summarizes the writing ideas and research results of this paper.