Analysis of the "combined reading and writing" teaching model of Chinese language in middle schools

Analysis of the "Reading and Writing Combination" Teaching Model of Chinese in Middle Schools Chinese skills can be divided into reading skills, writing skills, and oral communication skills.

?Read first and evaluate later? is a more difficult teaching model that combines reading and writing. It has higher requirements on readers. In addition to accurate interpretation of the text, it also needs to be grasped from the macro level of creation theory and literary history.

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Abstract: The teaching model combining reading and writing is one of the traditional learning methods in ancient China. It has the effect of promoting writing through reading and promoting reading through writing.

This article starts from the learning and teaching theory of content knowledge, skills, and strategic knowledge of Chinese educational psychology, and summarizes five types of reading first and then imitating, reading first and then supplementing, reading first and following up, reading first and then revising, and reading first and then evaluating?

The combination of reading and writing teaching model strives to improve middle school students' Chinese reading and writing abilities.

Keywords: Chinese language; educational psychology; combination of reading and writing; reading; writing. Since ancient times, it has been said that "work hard at reading and enjoy writing", "combination of reading and writing" is an important method for ancient Chinese people to study and learn, such as Pimeipiao in my country's literary anthology , side review, question review, folder review, etc. are all traditional ways of studying and studying.

The older generation of Chinese educationists Ye Shengtao, Li Jinxi, and Xia Chuzun all mentioned the "integration of reading and writing" Chinese education concept, but they did not all stay at the conceptual level.

In foreign mother-tongue teaching, "combining reading and writing" has become a basic curriculum concept.

Today, as the theoretical and practical research in education and psychology gradually becomes richer and more mature, we should re-examine the relationship between reading and writing.

Based on the theoretical basis of Chinese education psychology, this article explores what modern Chinese teaching rules are contained in the traditional view of reading that does not separate reading and writing, and how to achieve a win-win situation between reading and writing.

"Reading and writing combined" teaching means that Chinese teachers closely link reading teaching and writing teaching, and design effective combination points and training methods, so that students can promote reading through reading and writing through reading, so as to achieve mutual promotion and mutual promotion of students' reading and writing abilities.

Transformative teaching.

The teaching model that combines reading and writing allows students to dialogue with the author, themselves, and the world during reading, turning simple information reception into schema construction.

While writing, you can recall the details and essence of the text and consolidate the effectiveness of reading.

Through scientific and systematic combined reading and writing training, students will ultimately improve their Chinese literacy.

1. Read first and then imitate. It is proposed in the Russian mother tongue course that writing means paraphrasing, transplanting, commenting and creating [1]86.

Reading is the input of information, and writing is the output of information. Information processing, feedback and presentation can only come after the input of information. Reading is the basis of writing. This teaching model focuses on writing and supplements it with reading.

Especially for lower grade students, or when learning a new style of writing, imitation is an important way of learning.

The "schema theory" of cognitive psychology provides a detailed explanation for the learning process of reading first and then imitating.

Psychologists Jack and Holyoke believe that schema learning mainly includes three processes: the first is the elimination process, which eliminates redundant details from the surface description of examples and streamlines the amount of information that needs to be stored; the second is the generalization process, which will also

Reduce the stored information, and at the same time transform the information; the third is the construction process. Construction is no longer reducing information but adding information, including inference of implicit information that is not directly expressed.

Therefore, teachers should pay attention to the following points when using the reading first and then imitation teaching model.

First of all, the learning objectives should be clarified, which will help students eliminate unimportant information. For example, when learning argumentative essays for the first time, teachers should clarify the stylistic characteristics of argumentative essays. Therefore, grasping the three elements of argumentative essays is the primary purpose of reading sample essays and extracting the central argument of the article.

Summarizing arguments is an important task in reading examples. Whether the author uses factual arguments or theoretical arguments is the next stage of learning. You should learn to focus on the big and let go of the small.

Secondly, teachers should carefully select different sample texts so that students can discover the similarities and similarities between different examples and encode and represent these similarities and similarities.

For example, when using the high-scoring essay on the college entrance examination essay question "Taste of Fashion" as reading material for "integrated reading and writing" teaching, sample essays of different styles and styles must be prepared for students to compare and filter information.

Finally, a schema contains some gaps. Teachers should help students construct the schema while leaving gaps. These gaps are the content of students' writing.

Constructing schemas is the core of the reading first and then imitating teaching model, but nothing is too much, and excessive construction of schemas will also limit students' thinking and creativity.

In other words, students should learn how to choose examples that suit them based on writing materials and imitate them.

For example, when writing an article about family relationships, if you choose "Back" by Zhu Ziqing, you should focus on the description of the characters' actions and details; if you choose "When Grandfather Died" by Xiao Hong, you should focus on the description of the environment and psychology.

"When studying Hu Shi's "My Mother", the main object of imitation should be the side-contrast technique.