introduction

The Curriculum Standards emphasize the complementarity of comprehension and expression skills in language learning, advocating the development of students' language skills through comprehensive language practice activities such as reading and writing integration. The high school English textbook has added a reading and writing integration section, but there are problems with teachers' implementation, such as unclear reading objectives and a lack of logical connections between activities. This article aims to explore effective ways of combining reading and writing in teaching, in order to promote the formation of students' core literacy in the English subject.

The Implementation Path of Teaching Combining Reading and Writing

Explored how to implement a teaching path that combines reading and writing in high school English teaching. Firstly, based on the theory of cognitive development, it emphasizes the discovery of shared knowledge points between reading and writing, such as vocabulary, phrases, and sentence structures, as the foundation for establishing the relationship between reading and writing. Taking the People's Education Press high school English textbook as an example, three steps are proposed to discover the connection points between reading and writing: reading the text based on the thematic meaning of the unit, analyzing the themes and writing task types of the reading and writing sections, and using evaluation scales to clarify teaching priorities. Secondly, the chapter discusses how to design teaching activities based on connection points, including creating scenarios to introduce thematic meanings and designing teaching activities based on different types of writing tasks. Finally, the importance of designing writing evaluation scales based on connection points was emphasized, and suggestions were put forward such as dynamically generating evaluation content, determining key evaluation dimensions based on connection points, and designing evaluation levels based on key evaluation dimensions. Overall, specific implementation strategies and evaluation methods have been provided for the integration of high school English reading and writing teaching.

conclusion

From the perspective of connection, high school English reading and writing integration teaching requires teachers to deeply analyze textbooks and texts, find the connection points between reading and writing, and design diverse writing tasks based on this. In teaching, emphasis should be placed on situational creation, allowing students to clarify writing tasks, and through structured activities and frameworks, promoting students' internalization of reading and writing connections in a targeted manner. In addition, teachers need to guide students to construct evaluation scales in order to timely diagnose and provide feedback on their learning situation.