阅读与写作结合（简称读写结合）指的是在语文教学情境中将阅读与写作联系起来并使其相互之间产生积极作用，从而促进学生在阅读和习作方面的发展。在语文教学中，将阅读指导与写作训练有机结合，符合语文教学规律和学生读写认知规律，既有助于巩固课堂教学成果，深化文本理解，又能切实培养学生的写作能力。实现读写结合，关键在于深度研读教材，从学生已有的认知经验出发探寻其中的读写结合点，以此为根基展开阅读教学和写作指导。

本研究采取教学案例研究的方法，以三年级写景状物类课文《美丽的小兴安岭》的读写结合教学为案例，在北京市M小学三年级一个班进行三课时的读写结合教学活动。综合采用观察法、访谈法和实物分析法搜集相关研究资料，探讨如何高效地设计写景状物类课文的读写结合教学。本研究通过借助课堂观察、读写结合教学设计、学生的大量习作作品和多次与教师的深度访谈来探讨本次写景状物类课文读写结合教学的效果，及时总结读写结合教学经验并使其系统化、理论化。通过本次读写结合教学案例研究发现：

（1）读写结合点是读写结合教学的根基。读写结合点的确立，应从读写结合理论、学生读写水平、课标要求、教材编排、文本内容等方面进行深入解读。基于此，本次教学案例的读写结合点设置为“学捕捉中心句理解文章内容；习作时练习如何突出中心”和“学习如何抓住景物的特点进行描写；习作时抓住景物的特点进行描写”。

（2）写景状物类课文的读写结合教学应围绕读写结合点进行系统化和整体化的教学设计，教学目标和各个教学模块都为达成读写结合点而服务。写景状物类课文读写结合教学的系统化方案包括学情分析、教材文本与单元系统的分析、读写结合点的确立、师生课堂互动与活动方式、单篇与多篇课文的读写结合教学关系处理等内容。在本次教学案例研究中，小组合作学习和任务导向学习是师生进行读写结合教学时的有效互动形式。

（3）针对写景状物类课文进行读写结合教学对提升学生写景状物的习作水平、加深学生对阅读文本的理解具有显著的促进作用。读写结合教学的实施效果应围绕读写结合点的达成情况进行分析，不应参照通用的阅读和习作评价标准。而在研究中发现，学生的读写心理与读写能力、选文本身的特点与读写结合教学设计、前期的学习单设计以及师生互动默契等因素都会影响到写景状物类课文读写结合教学的效果。

The combination of reading and writing refers to linking reading and writing in the context of Chinese teaching and making them have a positive effect on each other, thereby promoting the development of students in reading and writing. In Chinese teaching, combining reading guidance with writing training can help consolidate classroom teaching achievements, deepen text understanding, and effectively cultivate students' writing ability. The key to achieving the combination of reading and writing is to study the teaching materials in depth, and to explore the combination of reading and writing from the students' existing cognitive experience, and use this as the basis to develop reading teaching and writing guidance.

This study adopts the method of teaching case study, taking the reading and writing combined with reading and writing in the third grade writing "Beautiful Little Hinggan Mountain" as a case. This text is a teaching activity that combines reading and writing in three lessons, and students in the third grade of the third grade of M Primary School in Beijing were used as the research object. Observation method, interview method and data analysis method are used to collect relevant research materials, and how to effectively design the combination of reading and writing in writing scenery texts is discussed. This study explores the effect of the combination of reading and writing in scenery texts through the use of pre-learning lists, teacher-student classroom interaction performance, a large number of students' work and many in-depth interviews with teachers, and summarizes the combination of reading and writing experience, and make it systematic and theoretical. Through this case study of the combination of reading, we found:

The point of combining reading and writing is the foundation of combination of reading and writing. The establishment of the point of combining reading and writing should be deeply interpreted from the aspects of combining reading and writing theory, students' reading and writing level, curriculum standards, textbook layout, and text content. Based on this, the point of  combining reading and writing in this teaching case is set to "understand the meaning of a paragraph around the key sentence; write around a meaning in practice" and "learn how to grasp the characteristics of the scene; describe the characteristics of the scene in the practice Describe. "

The combination of reading and writing in writing scenery texts should be a systematic and integrated teaching design around the combination of reading and writing. The teaching objectives and each teaching module serve to meet the requirements of the combination of reading and writing. The systematic program of writing and reading text-based reading and writing combined teaching includes analysis of academic conditions, analysis of textbooks and unit systems, establishment of reading and writing joints, teacher-student classroom interaction and activity methods, single and multiple text reading and writing, the relationship between teaching and other content. In this teaching case study, group cooperative learning and task-oriented learning are effective forms of interaction between teachers and students when teaching literacy.

The combination of reading and writing for writing scenery texts has a significant effect on improving students' writing level of writing scenes and deepening their deep understanding of reading texts. The implementation effect of the combination of reading and writing should be analyzed around the achievement of the combination of reading and writing, and should not refer to the general reading and assignment evaluation standards. In the study, it was found that students' reading and writing psychology and ability, the characteristics of the selected text body and the combination of reading and writing teaching design, early learning list design, and teacher-student interaction tacit understanding and other factors will affect the reading and writing of scenery texts combine the effect of teaching.