Why don't students want to learn Chinese? The main reason is that they are at a loss about reading, have no specific reading methods and modes to follow, and the teacher's method guidance is fragmented. The so-called reading class only allows students to read their favorite books at will, but no one cares about the effect of reading. Writing is more casual. Teachers ask students to write whatever topics they think of, and there are no specific grading training plans and requirements. What kind of composition is perfect and what kind of composition is excellent? There is no relationship between students' writing ability and language expression ability. Some students even talk eloquently, but they can't write. Some students read widely, but they can't write. What's more regrettable is that one of my students has been attending the remedial class of classical poetry from primary school to seventh grade, but his reading and writing ability has always been stuck in the bottleneck.

For me who has been engaged in Chinese teaching for more than 30 years, I am deeply saddened and have to reflect deeply. There is an urgent need to improve students' reading and writing ability simultaneously. So I made some attempts:

First, guide reading methods in different styles and stages. It includes three stages and three sections, namely, reading method guidance, method application and writing, and narrative, argumentative and explanatory sections. Narrative is the main content in junior high school, expository and argumentative guidance is added in senior high school, and other styles of reading are interspersed with textbook content.

Taking narrative reading as an example, in my reading class, I first let students know the specific reading requirements and standards and apply them to writing at any time. Teachers assign an article or students recommend an article with distinctive style to read together. In the first stage, teachers show reading questions and let students finish them independently or cooperatively. In the second stage, students design reading questions and answer them according to their own reading methods. In the third stage, they apply the methods they have learned to writing. The three stages not only have key points but also penetrate each other, test each other and complement each other.

In the first stage, taking a specific article as an example, it takes about eight weeks for me to sort out the reading knowledge points of the narrative and systematically show them to the students. The specific content includes (1) the basic knowledge of narrative (1) what is the content of the article, and the summary method is: people (events)+events+results+author's feelings. (2) Combing the six elements of narrative. (3) What is the genre of the article? This article is (the author's narrative) or (the chronicle narrative). (4) Material organization characteristics of multiple events? Separate the details. (5) Dividing the level of the article ① Dividing by time (looking for phrases that indicate time) ② Dividing by place (looking for phrases that indicate place) ③ Dividing by the development process of things (looking for events) ④ Total score (ending at the beginning). (2) Knowledge of narrative structure, (1) narrative clues and functions? Clues (bright lines and dark lines), which take the core figures, core things, core events, time, place and author's emotions as clues, run through the context of the full text, organically link the characters and events in the text, and make the article coherent. (2) The characteristics of the article title. Taste topics can be tasted from the aspects of A content, B theme, C clue and D suspense. (3) understand the role of people. (4) Describe the sequence and function, focusing on the sequence, flashback, blank insertion and function. (5) The characteristics and writing methods of the beginning and end of the article are analyzed from two aspects: writing method and function. (3) Narrative writing knowledge, including (1) expression and function. (2) Language features. (3) Describe the sequence and function. (4) Writing skills and functions.

On the basis of sorting out these reading knowledge, let the students read the articles of related styles independently, and answer the different key design questions independently according to the teacher's requirements. The purpose is to check the mastery and understanding of knowledge, and at the same time help students truly realize the integration of knowledge and reading, master the structural characteristics and writing characteristics of different styles, and truly understand the writing characteristics of articles. On this basis, let students start writing, imitate first, and then write independently. For example, after combing the writing skills such as echo before and after, straight to the point. Together, we read Zhu Ziqing's Spring, which extended our independent reading of his Moonlight on the Lotus Pond, taking this as an example to carry out scenery description training.

After three steps of training, my students have mastered the basic ideas and methods of reading questions, can apply the methods they have read to writing, and use the methods they have learned to modify and improve their compositions, and upgrade them to publishing articles, which naturally cultivates students' reading interests and hobbies. On the basis of fully absorbing the essence of excellent works, expand students' writing ideas, improve students' innovative ability and write distinctive, novel and vivid compositions.

Chinese reading and writing are not isolated from each other, but closely coordinated. Only by combining reading and writing closely can teachers improve students' ability to use Chinese knowledge and improve their comprehensive Chinese quality.

In the whole junior middle school Chinese teaching system, reading and writing are two core plates. The cultivation and improvement of writing ability can effectively test students' understanding and digestion of reading knowledge and cultivate students' creative spirit. In the actual process of Chinese teaching, teachers should guide students to read more, think more, accumulate more and write more, and improve their cultural quality, so as to effectively improve their reading ability and writing level and cultivate their habit of active reading.