introduction

Emphasis was placed on the importance of reading and writing in high school English teaching, pointing out that they are two complementary aspects. Reading as an input process requires students to understand the text and extract information; Writing as an output process tests students' ability to express and convey information. The article proposes that integrated reading and writing teaching is increasingly valued in high school English teaching, but there are still problems. The author explored the problems in teaching through case analysis and proposed solutions based on the output oriented approach.

Summary of typical problems in integrated reading and writing teaching

By analyzing the time allocation and teaching processes of eight teachers in high school English reading and writing integration teaching, typical problems in teaching are summarized. Firstly, the design of the classroom introduction process is too mechanical and lacks in-depth thinking, leading to a lack of intrinsic motivation for students to read. Secondly, uneven time allocation in the reading section can affect students' writing quality, with either too much or too little time. In addition, the discussion session lacks connection with the writing task, making it difficult to establish an effective transition between reading and writing. Finally, the essay evaluation process is merely a formality, lacking specific evaluation criteria and teacher-student interaction, which cannot effectively guide students' learning. The existence of these problems seriously affects the effectiveness of integrated teaching of high school English reading and writing.

Output oriented approach and problem attribution based on teaching assumptions

The importance of output oriented teaching in high school English reading and writing integration teaching was emphasized, and the neglect of output skill cultivation in traditional teaching was pointed out. By analyzing teaching hypotheses, the problems in the process of integrating reading and writing were revealed, such as mechanical fragmentation in the introduction stage, deficiencies in the reading and discussion stages, and formalization in the evaluation stage. The root of these problems lies in teachers' failure to fully utilize teaching assumptions such as output driven, input driven, selective learning, and evaluation based learning, resulting in a lack of learning scaffolds for students.

Practice of Output oriented Method in Guiding Reading and Writing Teaching

This article introduces the practice of integrating high school English reading and writing teaching based on output oriented approach, optimizing the teaching process through four stages. Firstly, using "output driven" to stimulate students' reading interest, by presenting topics and tasks, activating students' knowledge of virtual humans, guiding free discussion, discovering knowledge gaps, and stimulating learning motivation. Secondly, based on the assumption of "input facilitation", design structured reading tasks that guide students to deeply understand the text and cultivate their thinking abilities through question chains. Next, based on the assumption of "selective learning", design activities to help students choose the desired language and content from reading, build topics and language scaffolds, and lay the foundation for writing output. Finally, based on the assumption of "learning through evaluation", organize diverse evaluation activities, monitor the learning process, test teaching effectiveness, and cultivate innovation and critical thinking. The entire teaching design effectively solves the problems in reading and writing teaching, enhances students' learning purpose and enthusiasm, and achieves the goal of integrated reading and writing teaching.

The significance of output oriented method in guiding reading and writing activities

Emphasize the importance of output oriented teaching in high school English reading and writing integration, including: 1) output driven stimulation of students' intrinsic motivation, and task driven creation of learning motivation; 2) Input promotes the development of students' subjectivity, deepens reading through text and thinking frameworks, and builds a bridge between reading and writing; 3) Using evaluation as a means of learning ensures that students gain something from their studies, and through diverse evaluations and teacher summaries, helps students optimize their language abilities.

conclusion

Emphasis was placed on the importance of integrating reading and writing in cultivating students' language abilities and developing their thinking qualities. Teachers should use the output oriented approach to guide teaching, and achieve effective balance in the reading and writing process through the full process guidance of output tasks. This helps students to gain a deeper understanding of discourse, choose learning content based on personal circumstances, and continuously optimize it during the evaluation process, thereby effectively improving their writing skills.