Abstract: Students' reading process is actually a process of slowly absorbing from the outside to the inside. Writing is the creative arrangement and expression of information collected through text reading. Although reading and writing seem to be independent of each other, they are closely related. Good writing is inspired by reading a lot of books. Chinese teachers in primary schools should pay attention to cultivating students' ability to combine reading and writing organically, practice writing in reading and constantly improve students' Chinese literacy.

Keywords: primary school Chinese; Reading; writing

The Chinese Curriculum Standard for Compulsory Education mentions that reading is an important way to collect information. Writing is a process of creative expression. These two processes seem to be relatively independent, but they complement each other. It is of great significance to combine them organically and handle their relationship skillfully to improve students' Chinese literacy.

First, stimulate interest in reading, organically combined with the first step

How can Chinese teachers in primary schools help students "organically" combine reading and writing? The first thing to do is to stimulate students' interest in reading, collect inspiration information, and sublimate the cultural nutrition in a large number of books into writing inspiration.

1. Students are young, have little life experience and have limited ability to distinguish between good and bad reading materials.

Chinese teachers should recommend reading materials to students of different ages according to their cognitive ability, so as to ensure the first level of students' reading. For example, after teaching Ugly Duckling in grade two, I will recommend reading Andersen's fairy tales to students while the iron is hot. After teaching Jingyanggang in the fifth grade, students can read Water Margin. Every Chinese teacher should have this kind of teaching "consciousness".

Nowadays, the quality of books is mixed, and students' discrimination ability is not high because of their young age.

Chinese teachers should have clear "thinking". Recommend books suitable for students of different ages. For example, in the face of students in grade five or six, considering that these students have rich literacy and certain appreciation ability, Chinese teachers can recommend students in this age group to read 100,000 Why's, Grimm's fairy tales, the secret of Bao Hulu and so on.

3. Recommend classical literature

In addition, Chinese teachers can also recommend reading The Journey to the West's A Dream of Red Mansions, The Romance of the Three Kingdoms and other China classical literature works. Or in the classroom, appropriate interception of more classic chapters for interpretation, to cultivate students' interest in reading classical literature.

Second, teaching reading methods, organically combined with the second step

A good learning method is the "golden key" to success, so a good reading method is the "ink" to write a good article. Chinese teachers should seize students' interest and provide them with reading methods with twice the result with half the effort.

Chinese teachers should let students master the true meaning of "fast reading and intensive reading". While reading a book quickly, you can fully absorb the nutrition in the book. Now some students think that "speed reading" is the old saying "be clear at a glance". But the reality is that students only "skim through the tidbits" and have only a rough understanding of the contents of the book, so they can't enter the author's spiritual world at all. Chinese teachers should let students chew and savor carefully while reading quickly, so that students can skillfully combine reading and thinking. Really absorb the "nutrition" in books, get valuable "information", and lay a solid foundation for transforming into writing inspiration in the future.

Third, from "reading" to "writing", organically combined with the third step.

1. Chinese teachers in primary schools should not only provide scientific and effective reading methods, but also help students turn "information" into writing inspiration.

For example, students are often given diary assignments on a regular basis, so that students can write down things they are interested in in in life. Applying the knowledge accumulated in daily reading books to it, it is also a teaching means for Chinese teachers to check students' diaries regularly. In the process of correcting, teachers can add some encouraging words to enhance students' self-confidence, stimulate students' interest in writing, and pave the way for writing more layered articles in the future.

2. In the process of reading books, Chinese teachers in primary schools will ask students to extract the good words and sentences they find and mark them.

As the saying goes, "a good memory is not as good as a bad writing." Students should form the good habit of reading and taking notes. Teachers can teach students the scientific methods of reading and taking notes.

(1) excerpt type: extract good words and sentences encountered in extracurricular reading.

(2) Feeling: After reading an article or a book, combine the experience of the characters in the text with reality and write down your feelings and understanding.

(3) Outline: After reading a book, make an outline of the key content and basic content and record it, so as to truly grasp the author's creative thinking.

3. Students are in an active period of thinking.

Chinese teachers should grasp this physiological characteristic of students and let them use their imagination in reading. Students absorb a lot of "nutrition" by reading a lot of books. In this process of slow absorption, teachers should guide students to turn those blunt words into interesting pictures in their minds. Collecting and absorbing "information" from the outside world to the mainland gives students a steady stream of creative inspiration. For example, teachers can guide students to use their imagination, create some "introductions" for students, let students reorganize the books they have read and the "fragments" they have collected, and use their imaginative power to guide students to combine fragments into pictures and stories. Writing down stories at will not only exercises imagination, but also improves students' writing ability and Chinese literacy.

In short, reading and writing are inextricably linked, and effective reading can provide continuous inspiration for future writing. Chinese teachers in primary schools should pay equal attention to reading and writing, and find the point of convergence between them, so as to enhance students' Chinese literacy and improve their comprehensive quality.

References:

Zhu Jianjun. Reader's identity transformation: the starting point and possible end point of reading teaching [J]. Primary school Chinese, 20 10( 13).

[2] Zhu Jianjun. Writing * * * isomorphism: an effective strategy for writing teaching in primary schools [J]. Global Education Outlook, 20 10(3).

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