读写能力同步提高,要求在实验教学中实验教师要选准阅读和写作的最佳结合点。叶老有言;“语文教材无非是例子,凭这个例子要使学生能举一反三,练成阅读和作文的熟练技能”。可见实验教师选准结合点,双方互动,读写共进,同步提高,是实验效度的最高境界。首先,抓住课文和实验教材佳作的写作特点,同每次作文训练的具体要求这个结合点进行训练。通过对教材文章的剖析,理出写作方法,做指导写作的前期准备,然后通过教师的下水文给学生提供写作范式,这样学生有法可依,有例可循,此时有感而发,当不是难事。其次,通过单元小结归纳同体栽文章的一般和特 The ability to read and write simultaneously increases, requiring the experimental teacher in the experimental teaching to choose the best combination of reading and writing. Ye old saying; “Chinese teaching materials is nothing more than an example, with this example to enable students to learn the best, practice into reading and writing skills.” It can be seen that the experimental teachers select the combination point, the interaction between the two sides, read and write together, improve simultaneously, is the highest level of experimental validity. First of all, we should grasp the writing characteristics of texts and experimental textbooks, and train with the combination of the specific requirements of each writing training. Through the analysis of the textbook, writing out the writing method, to do the preparatory instruction for writing, and then through the teacher’s waterworks to provide students with a writing paradigm, so students have the law to follow, there are examples to follow, When not difficult. Second, through the unit summed up the general and special planting script