Reading the world famous books in a hundred stacks is the task of Chinese teaching in middle schools, and it is also one of the purposes of Chinese teaching.

There is a narrow strip of water between these two abilities. Reading is the basis of writing and provides rich nutrition for writing. Writing is an extension of reading and a reflection of knowledge accumulation. Mr. Ye Shengtao said: "Reading is absorption, and writing is pouring out.

It is obviously closely related to absorption whether pouring out can meet the requirements. " It can be seen that reading ability and writing ability complement each other. Therefore, in our Chinese teaching, we can combine the training and cultivation of the two to achieve the same improvement.

first, take the teaching outline as the key link to further improve the understanding of reading and writing training. As a Chinese teacher, we must be familiar with the different requirements of reading and writing in the "syllabus", "college entrance examination syllabus" and textbooks for senior high school students, and we must be aware of these Chinese teachers.

The syllabus and teaching materials require a unified standard of reading and writing ability in senior high school, and then it is divided into several training points in the form of unit teaching to form a teaching system combining reading knowledge, writing knowledge and reading ability training. Second, survey the teaching materials, and formulate the reading and writing training plan and objectives in and out of class.

Third, do a good job in reading each article and cultivate students' reading ability. The cultivation and improvement of middle school students' reading ability is gradually developed in reading practice. It is a work with strong periodicity and relatively slow effect, which requires long-term cooperation and active participation of both teachers and students.

One of the important goals of school reading teaching is to enable students to read independently and lay a foundation for their lifelong learning. Therefore, Chinese class should carry out reading training for students purposefully and in a planned way, so as to cultivate students' reading ability.

In teaching, teachers should be good at improving students' appreciation, guiding them to repeatedly taste key chapters in textbooks and recite wonderful paragraphs; According to the writing characteristics of various styles, it is also necessary to put forward reading points, point out reading difficulties, teach reading methods and make good use of this model textbook. There are some ways to cultivate and improve students' reading ability in teaching: (1) Cultivating students' reading imagination is an indispensable intelligent factor in reading training, and it is also a necessary means and an effective method to achieve reading purposes.

Imagination is produced on the basis of transforming the memory representation, and imagination in reading is mainly to recreate imagination, that is, readers form it in their minds according to the description in the reading materials, which embodies students' knowledge ability, personal life experience and rich associative ability. It is a necessary way to carry out reading teaching.

In reading teaching, students' imagination can be cultivated from the following aspects. 1. Guide students to imagine the characters, scenes and plots depicted in the article.

In text teaching, students can be guided to read the written expressions in the text, and then mobilize various representations in memory to recreate an imaginary picture in their minds. This can better grasp the connotation of the article and the author's ideological attempt.

For example, when teaching the article "The Back", students can read the text aloud and imagine the process described in the article about their father climbing over the platform to buy oranges. Through imagination, we can better understand the content of the article and the author's thoughts and feelings, so as to move people with emotion.

2. Guide students to imagine the author's writing ideas. The author has different ideas when conceiving all kinds of stylistic articles, and should imagine according to the author's ideas when reading.

the development of imaginary plots in reading novels, the process of imaginary argumentation in reading argumentative essays, and the order and explanation methods of imaginary explanations in reading explanatory texts. With the author's unique thinking and imagination, we can better grasp the characteristics of the works, and at the same time better exercise students' imagination.

For example, when teaching the article The Old Man and the Sea, students can imagine that Santiago, the hero of the article, went fishing in the sea and finally caught a marlin after 84 days. Imagine how he caught it and how he fought with the shark, and then compare it with the author's words to see what is the difference, why he wrote it like this and what is the benefit. Through comparative analysis, students can easily grasp the author's writing intention and the content of the article. (2) Cultivating students' analytical and comprehensive abilities 1. The training of analytical ability is that under the guidance of teachers, students practice breaking down the whole article into several parts and factors.

and then find out their respective essence and their relationship, which is the training of analysis. For example, analyze paragraph structure, ideological content, article characteristics and so on.

The purpose of analysis is to make students have a concrete and detailed understanding of the article. Persisting in planned training can cultivate and improve students' ability to analyze articles.

2. Cultivation of comprehensive ability Comprehensive training is the opposite of analytical training. On the basis of analysis and training, all parts, aspects or factors of the article are linked to obtain the overall understanding of the essence, which is synthesis.

For example, in teaching Under the scorching sun and rainstorm, students can be guided to clarify the paragraphs of this article, which can be started from the title. The first paragraph describes Xiangzi's scene in the scorching sun, and the second paragraph describes Xiangzi's life scene in the rainstorm. Taken together, students can understand that the thoughts and feelings expressed in this paper are to reflect the life and reasons of the lower class people like Xiangzi and expose the darkness of the old society.

(3) Extending reading and enriching extracurricular reading make up for the lack of classroom reading on the other hand, further expand students' horizons, which is an extension of in-class reading and is of great significance to improving students' comprehensive Chinese quality. Teachers should organize extracurricular reading in a purposeful and planned way, have certain reading goals, make appropriate requirements according to different grades, make knowledge cards and write reading notes.

Teachers should check regularly, carry out reading exchange activities, encourage in time, don't criticize, encourage, encourage and encourage again. In this way, students develop good reading habits, actively expand their reading range, broaden their horizons, enrich their knowledge and improve their Chinese ability.

Because students feel that reading is fruitful, they realize that the promotion of extracurricular reading in their study is their own needs rather than teachers' demands and censures, thus gradually enhancing their curiosity and developing their reading skills. Teachers should guide extracurricular reading materials when guiding extracurricular reading: first, choose extracurricular reading materials that meet the needs of society, second, choose extracurricular reading materials that meet students' own reading interests, and third, choose courses that meet students' reading ability. 2. How to combine reading teaching with writing

In our Chinese teaching, there has always been a problem that cannot be ignored, that is, the disconnection between reading and writing.

Chinese reading teaching is reading, and composition teaching is composition, as if reading and composition are irrelevant; As a result, students are afraid of reading and writing. Under the Chinese teaching concept of the new curriculum, how to combine reading and writing well, make reading serve writing better, and at the same time make writing improve students' reading comprehension ability has become a problem that our Chinese teachers have to think about.

Ye Shengtao said: "Reading is absorption, while writing is pouring out. Whether pouring out is in line with statutes is obviously closely related to absorption." Writing depends on the usual accumulation, and the more articles you come into contact with, the more sentences you can use naturally, so it is handy to write; When you read to a certain extent, you will be more familiar with various expressions, and you will be able to make the icing on the cake and express your meaning more satisfactorily, that is, "reading thousands of books, writing like a god."

of course, it takes time to promote writing by reading, because reading is a long process of collecting bits and pieces of jade and accumulating over time. However, it is the characteristic of our Chinese learning to sharpen the knife and not chop wood by mistake.

Therefore, the Chinese Curriculum Standard not only emphasizes the accumulation of language and exercise materials in reading in and out of class, but also advocates the use of accumulation. One of our teachers' tasks is to guide students to accumulate in reading in and out of class, and make the accumulation regular and daily, so that students can master the effective methods of accumulation and application, develop good habits of accumulation and application, and let students consciously and freely express their own lives and express their true feelings, so that the accumulation of students can truly become a part of their own lives and an organic part of their spiritual home.

Just, after all, middle school students have heavy studies and limited reading time, and writing is a mental activity that takes a lot of time and energy. How can we effectively improve their reading and composition ability under the existing circumstances without increasing students' learning burden? It is a good way to combine the usual text teaching with composition teaching and practice writing. Taking the content of the text as the writing material, the students' organization and application of language and their understanding of the content of the text are organically combined, blended and promoted each other.

This kind of writing practice, which is integrated in text teaching, is geared to all students, and provides equal training opportunities for each student in class, and it is convenient for teachers to grasp the learning situation in time. Writing practice after teaching a new lesson or a certain segment is itself a fresh and true feedback from students on what they have learned, because this process excludes the interference and assistance of others' speeches, and is completely completed by students independently. As far as the relationship between reading and writing is concerned, its advantages are obvious.

first, strengthening promotes students' understanding of the text. Students' writing practice must be based on a full understanding of the text, which urges students to study the text actively and deeply.

Second, it effectively solves the long-standing problem that students have no material in their compositions, and fully exercises their writing ability on the basis of cultivating their sensitive composition consciousness. One of the major difficulties in students' composition is that they have nothing to say and nothing to say, and this kind of small practice pen takes the content of the text as the material, which provides ready-made "cooking rice" for students' exercises.

Moreover, this kind of writing practice is always based on students' understanding of the text, which ensures the unity of teaching theme and the fluency of teaching process, and the understanding and application can complement each other. 1. Imitation of Zhu Xi said: The ancients wrote poems by imitating their predecessors.

Gai Xuewen has a long history and is naturally proficient. Most of the texts selected in our textbooks are masterpieces. Teachers should give some instructions in class on the selection of materials, layout, language use and expression methods, and give guidance in extracurricular reading to encourage students to imitate writing.

For example, after learning the article "If I were King", I asked the students to imitate articles with different characteristics, such as "If I were a teacher", "If I were a fairy" and "If I were a man". Of course, "imitation" is not an end, it is like copying in calligraphy, which can only get its shape, but not its spirit; Therefore, in the end, we should let our students strive for creativity in imitation, novelty in imitation and liveliness in imitation, so as to improve their writing ability.

2. Rewriting allows students to process and transform the language of the text, regroup and re-express, such as changing the narrative order and changing the person, which can not only test the accuracy and depth of students' understanding of the text, but also strengthen students' sensitivity and expressiveness to the language, which can be described as killing two birds with one stone. It is generally applicable to the teaching of ancient poetry-for example, rewriting ancient poetry into narrative or modern poetry, but it is not a simple translation.

For example, when I was teaching the poem "Jing Nv", I asked the students to grasp the psychological changes of the hero and rewrite it into modern poems in an eclectic way, which achieved good results. 3. Abbreviation requires students to summarize and refine the content of the text on the basis of sorting out the context of the article, and the number of words is generally about one-third of the original text, so as to cultivate students' ability to grasp the text as a whole.

this kind of writing practice focuses on training students' generalization ability, but it is not a simple combination of paragraphs and meanings, so that students will not lose their interest in reading the text. 4. Fill in the blanks to grasp the words in the text that are abstract but closely related to the theme center, so that students can expand their imagination and restore them to concrete and tangible images through pen practice, so that students can deepen their understanding and understanding of the text from another side.

For those short articles, students can be instructed to expand some parts of the text on the basis of understanding the text: or to add decorative elements to sentences, or to describe the appearance and psychological activities of characters, or to expand the plot. Expanding writing can not only deepen students' understanding of the text, but also cultivate their imagination and thinking ability.

5. put "I" into the text. When learning an article, you should be able to produce it, that is, make a rational analysis of it as a bystander, such as segmenting, summarizing the general idea of the paragraph and summarizing the theme. It is necessary to be able to enter, that is, to be happy and sad with the characters in the text as participants, to be emotionally integrated and to feel with the heart, so as to truly understand and master the text.

For example, when I teach the article Blessing, I ask students to imagine that they are a character in the novel, and then integrate their feelings for him or her according to their own understanding. 3. How to combine writing with reading and writing

First, how to write people and write people is one of the basic skills of composition training in primary schools. In narrative writing, people and things are inseparable, and the key is to see how the topic is required. If the topic is required to write things, the people in the text should serve things; It is required to write people's topics, and the things in the text must serve people. Writing people-oriented narrative is to express one or more qualities of the characters through one or several things. Writing people's continuation does not require completeness of narrative; The narrative of a note should be complete, and it should run through the article from beginning to end. (1) Writing a person through one thing is usually an aspect of a character or character. In order to portray a character, it is necessary to describe the written character in terms of appearance, language, movement and psychology. However, from the perspective of writing a person by things, it is best to choose one that best reflects a certain characteristic of the person. And write it well. When writing things, you should choose typical examples. The so-called typical examples are things that can reflect the central idea and show the good thoughts, good qualities and good feelings of the characters. For primary school students, choosing typical examples should focus on small things and choose those that can best reflect profound significance. On the surface, such things are ordinary trivial things, but they contain profound significance, that is The second is to express a person's various qualities with a few things. It should be noted that when writing a person with a few things, these things can be complete, and the author must explain the time, place, people and events (cause, course and result) of the events one by one, or they can be incomplete and only focus on some points. More often, in an article, some things are written in detail; Some things are sketched; Some things need to be written completely, and some things need to be written simply. By writing people through several things, it is also necessary to describe the appearance, action, language and psychology of the characters. (3) Learn to portray people and write articles that can best express their thoughts, feelings and personality characteristics in the process of narration.