“讲——写——改——评”四步写作教学方法是我们当前用的最多的写作教学方法,多年的实践应用,是被语文教学界承认的较好的、成熟的写作指导方法。但是,笔者在长期使用该方法来组织写作教学中发现,该方法容易导致学生作文时出现困惑,为此笔者陷入了思考。该方法看似成熟,但是线条化,学生的思维方式被老师牵着走,缺乏个性和创造性,加上改、评环节又大多是就题讲题,缺少普遍的指导意义,因此学生的作文灵动性不够。出现这一问题的成因是什么?笔者认为是由于高中语文将阅读教学与写作教学孤立开来而导致的,导致写作教学如隔空探物、方式单一、效率低下。为此,笔者在教学中进行了将写作教学渗透进阅读教学中去的尝试,基于阅读来提升学生的写作能力,读与写相互促进,协调之中实现语言素养的提升。 “Say - write - change - evaluation ” four-step writing teaching method is our most current writing teaching methods, many years of practical application, is recognized by the Chinese language teaching better, mature writing guidance method. However, the author in the long-term use of the method to organize writing teaching found that this method easily lead to confusion when the students composition, for which I was caught in thinking. The method seems to be mature, but the line, the students are led by the teacher’s way of thinking, the lack of personality and creativity, plus change, evaluation links are mostly on the topic, lack of general guiding significance, so students’ Sex is not enough. What is the cause of this problem? I think it is due to the high school Chinese reading teaching and writing teaching isolated, resulting in writing teaching such as space exploration, single way, inefficient. For this reason, the author attempts to infiltrate writing teaching into reading teaching in teaching. Based on reading, students’ ability of writing is improved. Reading and writing are promoted mutually. Language coordination is improved.