Zhao Yun Yang Lei.
The Chinese Curriculum Standards for Compulsory Education (2022 Edition) divides language literacy into four parts: cultural self-confidence, language use, thinking ability, and aesthetic creation, and clearly points out that "in the Chinese curriculum, students' thinking ability, aesthetic creativity, and cultural self-confidence are all based on language use, and are realized in the development of students' individual language experience". It can be seen that language use is not only the foundation of core literacy, but also the carrier and springboard for strengthening cultural self-confidence, developing thinking ability and cultivating aesthetic creativity. The unified version of Chinese textbooks pays more attention to the implementation of the integration of reading and writing. Since the third grade, the fifth unit of each volume, and the third unit of the sixth volume, have a special arrangement such as "Assignment Examples", which fully reflects the distinctive characteristics of reading and writing integration - reading intervenes in writing, pointing to the goal of writing, that is, reading to promote writing, and writing to promote reading, so as to optimize language learning and effectively improve students' language literacy.
The current situation of integrated literacy teaching from the perspective of Chinese units in primary schools.
The practice and research of literacy integration strategies from the perspective of primary school Chinese units are based on the needs of the current teaching situation. At present, there is a phenomenon of dissociation and dissociation of reading and writing teaching, and the depth and breadth of reading and writing integration are insufficient. The focus of teaching is still on single reading, and it is believed that the integration of reading and writing can be achieved by accumulating and imitating language through mechanical reading, and then using or transforming the accumulated language in writing.
Strategies for Literacy Integration from the Perspective of Chinese Units in Primary Schools.
1) Rely on the teaching materials to integrate the unit. Textbooks are an important carrier of Chinese reading and writing training, and teachers should study the textbooks carefully, be good at grasping the key points of reading and writing integration in the textbooks, and carry out the teaching of reading and writing integration according to the theme of the unit. Teachers should have a unit vision, consider and arrange the unit texts as a whole from the perspective of large units, and then conduct horizontal analysis based on the unit theme, combined with the humanistic theme, language elements and text characteristics of the unit, and combine the longitudinal element analysis of grades 3-6 in primary school to identify the reading and writing training points, so as to carry out systematic and effective reading and writing training for students. The reading and writing ideas of unit integration follow the unit guide, language garden (use of words and sentences), after-class writing practice, and unit assignments to achieve the cascade improvement of writing training.
2) Based on the academic situation, diversified training. Writing ability is formed through constant practice. In order to promote the formation of students' language literacy, we need to formulate learning objectives for different stages based on the actual situation of students.
1.Based on the content of the text, we can effectively carry out a variety of training. The integrated learning of reading and writing for students in the lower grades is mainly imitation writing. Through reading aloud, students can promote comprehension, feel the characteristics of the language and structure of the article, and guide students to imitate the paragraph structure, expression techniques, expression imagery, emotional sustenance and other aspects of the article. At the same time, the main way of reading and writing integration in the lower grades is speaking and writing, giving children enough time to express and create freely in the classroom, and reducing the burden of students' writing. In the middle school, the integration of reading and writing is mainly based on continuous writing. The end of some articles in the textbook is implicit, so allowing students to imagine according to the end of the text, and continuing the story is an effective training point for middle school students to integrate reading and writing. Continuation is to let students follow the ideas of the article, extend and expand the article, so as to strengthen the rationality and creativity of students' thinking. In the upper grades, students mainly focus on abbreviations and after-reading feelings. After systematic training in the integration of reading and writing, students in the upper grades have good generalization and refining ability and systematic expression ability, and abbreviation can effectively realize the dual-effect symbiosis of reading and writing. On the basis of reading and summarizing, students can deepen their reading feelings and thinking about reading, which is another improvement of students' writing ability.
2.According to the characteristics of writing, we can effectively carry out a variety of training. In the selection of content, the principle of gradient ascent is followed. In the lower grades, children's poems are mainly light and interesting, giving full play to students' imagination. In the middle school stage, students are gradually transitioned to describing natural scenes, people and things in life, and students are guided to be good at observing life and summarizing writing methods and skills through essay microwriting. In the upper grades, students are engaged in speculative and exploratory essay microwriting, which cultivates students' language aesthetic ability and critical thinking ability, improves the quality of assignments, and improves students' expression skills. The writing guide gently climbs uphill, so that students can develop their thinking and form their abilities in the process of microwriting with the text, so that students can write, be able to write, and write happily.
3) Teaching evaluation is consistent, and writing promotes reading. In the process of writing, it is necessary to formulate evaluation criteria according to the objectives, guide students to self-evaluate and evaluate each other's works according to the evaluation criteria, and revise them with the help of evaluation criteria, so that students can improve their expression skills in the process of self-evaluation and self-improvement. Teachers should change the traditional concept of assignment evaluation, pay attention to process evaluation and generative evaluation, evaluate students' works scientifically, reasonably and effectively, closely combine the reading teaching content of this unit, make the evaluation more targeted and instructive, and develop students' writing ability.
4) Bracket paving, effective reading and writing. The learning scaffold can help students solve the problems encountered in the learning process, help students achieve their learning goals, and promote the development of students' thinking skills. Therefore, in the process of integrated reading and writing, especially in the learning process of middle and lower grade students, it is necessary to build a writing "scaffold" for students. In teaching, teachers provide students with highly operational learning scaffolds such as ** and mind maps based on specific learning activities, so that the thinking process and reading and writing methods can be visualized, and students' effective reading and writing training is promoted. In the middle and lower grades, teachers should build process scaffolds for students to help them clarify their writing ideas, so that students, especially those with learning difficulties, can also write and be able to write. For students in the upper grades, teachers should build situational scaffolds, lead students to experiential learning, broaden students' writing thinking, and drive students' in-depth learning through the setting of situations. In addition, it helps students break through the difficulties in writing, smoothly pass through the "nearest development zone", interpret the writing code, and improve their writing ability.
5) Construct an interactive mechanism for reading and writing to promote the symbiosis of reading and writing. The most important thing in the integration of reading and writing is how to integrate reading and writing, which not only gives full play to their unique teaching value, but also makes their integrated teaching value greater than the sum of the two. In practice, the first thing to pay attention to is the interaction and symbiosis between the two. It is necessary to formulate a reading and writing plan to ensure the continuity and regularity of reading and writing training, promote students to develop good study habits, and provide more opportunities for reading and writing interaction. Secondly, it is necessary to plan the integrated literacy curriculum as a whole. It takes a long time for students to improve their reading and writing skills, so it is necessary to develop a long-term reading and writing cycle plan, including the determination of reading and writing topics, the selection of reading and writing materials, the setting of reading and writing goals, and the arrangement of reading and writing time, so as to ensure that each branch process has clear behavioral goals and corresponding time guarantees, and also ensure the time and space for reading and writing interaction. In teaching, there should be special reading classes and assignments so that students have enough time for reading and writing. At the same time, it provides students with special reading and writing spaces, such as reading rooms and exhibition halls, so that students' reading and writing works can be displayed and shared, so as to promote the development of reading and writing activities.
The integration of reading and writing is a new growth point for effective teaching, which provides a new idea for students to stimulate their interest in writing, develop writing habits, improve their writing ability, and form a comprehensive language literacy.
Author's Affilications:Zhucheng Wenhua Road Primary School, Weifang City, Shandong Province).