在“写读结合,单元整合”教学中,要以写为驱动,带动整个单元的阅读,并在拓展单元阅读中实现读写一体。笔者就人教版六年级上册第8单元课文《蒙娜丽莎之约》的教学谈谈自己的看法。一、以写为切入点,设置认知冲突在“写读结合,单元整合”中,“写”是驱动,也是目标。课前明确写的任务,让学生带着任务去阅读,使阅读具有明确的目的性、方向性和计划性,避免了阅读的盲目性和随意性,从而引导学生从关注文本内容到关注文本的构成 In the “read and write integration, unit integration ” teaching, we should write as a driver, led the reading of the entire unit, and read in the expansion unit to read and write one. The author on the PEP sixth grade eighth unit text “Mona Lisa” teaching to talk about their own views. First, to write as a starting point, set the cognitive conflict In “read combined, unit integration ”, “write ” is driven, but also the goal. Clearly written before the class tasks, so that students take the task to read, so that reading has a clear purpose, direction and planning, to avoid the blindness and randomness of reading, so as to guide students from focusing on text content to text-oriented constitute