How to tap the combination of text reading and writing to improve students' expressive ability?

First, accurately determine the combination of reading and writing.

The combination of reading and writing should be determined according to the expression characteristics of the text, students' reality, unit theme and "discussion and practice" after class.

1. According to the expression characteristics of the text

"Chinese textbooks are nothing more than examples. With this example, if students can draw inferences and practice reading and writing skills ... "(Ye Shengtao) Text after text is the carrier of reading and writing, an example of learning and accumulating language, and an example of learning expression: learn from the author's experience in using language to express ideas, learn how to choose words and make sentences, connect sentences into paragraphs, and construct paragraphs into articles. After learning the lesson "From Herb Garden to San Tan Yin Yue", students can learn many expressions, such as the structure and theme of the text, the method of writing scenery from the whole to the part, accurately describing the activity process with a series of verbs, and emphasizing the sentence pattern of "needless to say ... just ...". These can be used as a combination of reading and writing.

The expression characteristics of the text are different, so is the combination of reading and writing. "Looking at the weather from the clouds" is mainly a descriptive language, and students can learn some new expressions from the text, such as parallelism in the first paragraph, analogy, classification and quotation used in the article. Spring is an essay about scenery. It is the focus of students' learning and expression to mobilize a variety of sensory observation, combine positive and negative aspects and use a variety of rhetorical devices to write scenes.

2. It is in line with students' reality.

"Chinese Curriculum Standard" points out that Chinese teaching "must be based on the characteristics of students' physical and mental development and Chinese learning", "the development of students' physical and mental and language ability has staged characteristics ... and corresponding teaching strategies should be adopted according to the characteristics of students in different classes. Students' family background, cultural environment, life experience and age characteristics are all factors that restrict students from learning and expressing from the text. Therefore, the expression of the learning text cannot be comprehensive. We should not only consider the actual life of students, but also consider the stage characteristics of students' learning and expression. The research shows that the expression development of middle school students goes through three stages: simple narrative stage, primary expression stage and complex expression stage. Grade seven students are in a simple narrative stage, mainly learning to describe life experiences and express their feelings and understanding of life. Grade seven students have just entered middle school, and their writing level is actually "being able to write simple factual and imaginary compositions with concrete content and true feelings." It can be expressed in segments according to the needs of content expression. ""According to the needs of expression, use common punctuation correctly. "These all restrict the determination of the combination of reading and writing.

3. Conform to the theme of the module

Although writing can be used as a carrier of reading and writing, its main aspect is reading. Therefore, the determination of reading and writing combination should be consistent with the focus of unit reading training. Spring is in Unit 3, Volume 1, Grade 7. On the basis of overall perception of the main idea of the content, focus on pondering and appreciating wonderful sentences and words. "Looking at the weather from the clouds" is in Unit 4, Grade 7. The focus of unit training is to practice summarizing the main points of the text on the basis of understanding the content of the text. But if we only consider the key points of reading training and don't grasp the whole unit, we may focus on reading. As mentioned above, the theme of the units of "writing, oral communication, comprehensive learning" and "reading" in the seventh grade Chinese textbook of People's Education Edition is the same, or the content of a text has been deepened, which requires us to be consistent with "writing, oral communication and comprehensive learning" when determining the combination point of reading and writing of a text, so as to complement each other, give full play to the overall benefits and promote the overall improvement of Chinese ability.

4. "Discussion and Practice" after class deduction

After class, "discussion and practice" is to help students grasp the text as a whole and learn the most wonderful part of the text. Design is closely combined with the text, and a lot of practical activities of oral communication and written language expression are carried out to realize the combination of listening, reading, speaking and writing, and cultivate students' Chinese ability in Chinese practice. For example, in the "Discussion and Practice" of Unit 1 "Go One Step, Go Another Step" in the first volume of Grade 7, three questions are arranged: 1. Read the text aloud, retell the story and tell me what philosophy of life you have learned from it. 2. What would you say and do in the following two situations? Speak out loud and communicate with your classmates. 1. What would you do as my classmate if my father didn't come? 2. What would you do if you were me, alone on the cliff? Difficulties in life are inevitable. What difficulties have you encountered? How is it handled? What are the lessons? Write it out and publish a column in class. Oral communication and writing exercises like this are arranged twenty or thirty times in the "discussion and practice" after the seventh grade Chinese class. Therefore, the expression (speaking and writing) training in "discussion and practice" after class should be deducted in teaching, and the combination of reading and writing should be designed.

Second, effectively organize reading and writing training.

The expression of "reading" in middle school is a method to guide students to learn, accumulate observation things, analyze things, choose words and make sentences, and arrange articles; In "writing", we use the words, sentence patterns, ideas, material selection, material composition and other methods learned from "reading". There are two common methods to combine reading and writing: "writing to promote reading" and "writing to promote reading". "Promoting reading by writing" is to guide students to apply the basic skills they have learned from reading to their own expressions. "Promoting reading by writing" means that students first write a composition as required, and then study the text (or provided model essay) with problems in writing under the guidance of the teacher.