A Study On The Teaching Of Micro - Writing In Junior Middle School

In the early1950s, Mr. Zhang Zhigong once pointed out,“Chinese teachingperhaps become a big ‘headache’ in the general education work, and writing teachingmay be a difficult one in Chinese teaching.” No matter how time changes, writingteaching has been in the current existence of a worrying situation. What’s more,educators have never stopped exploring writing teaching. With the advent ofWe-Media, media platforms such as micro-blog, Wechat, appear in public view,which have aroused people’s interest in its derivation–“micro writing”. Beijing put“micro writing” into the Chinese College Entrance Examination in2014firstly toadapt to the times. Therefore, Chinese teachers pay more concern and attention to themicro writing teaching.Although micro writing rises due to micro-blog, in the field of Chinese writingteaching, small writings and fragments of writing are said to be the prototype of microwriting. To comply with the development of the information age, it is necessary toreform the Chinese writing teaching. It is more important that the writing teachingmode has problems of stereotypes and low efficiency.Therefore, the emergence ofmicro writing injects a fresh air to the field of Chinese writing teaching. Micro writing,as a short form of writing, has the most remarkable characteristics which are short,flexibility, immediacy, and communication. Based on these characteristics of microwriting, it is different from the big writing in the aspect of being more close to life andowning more freedom and flexibility.As a useful supplement to the big writing teaching, micro writing has its ownuniqueness. First of all, short length and the writing form of freedom and flexibilityhelp to arouse students’ interest in writing and to cultivate students’ good and diligentwriting habits. Second, for small and simple materials, micro writing has to saysomething and to write something, students must observe, think and feel subtle things.Thus it can improve students’ observation, thinking and sensibilities and other comprehensive qualities. Third, micro writing strengthens the students’ contact withsocial life and pay attention to students’ uniqueness and individuality. It reflects theconcept of “student-centered” and strengthens the humanistic care in writing. Finally,micro writing teaching prompts Chinese writing teaching’s connection to the era.Teaching methods such as micro-blog breaks the conservatism of the traditionalwriting teaching. They could be said to become innovations.Based on the above understanding of micro writing teaching, the author reviewsthe literature research at home and abroad about the micro writing and micro writingteaching. And the paper elaboratesparticularly on the development, concepts, typesand characteristics of micro writing. Besides, it concentrates on the concepts of microwriting teaching and using the living composition and functional linguistics as itstheoretical basis. Next, it analyses the current situation of micro writing teaching injunior middle school language by using methods of questionnaires and physicalanalysis. It also summarizes the achievements and problems of micro writingteaching.Teaching should be eventually implemented in practice. Therefore, under theguidance of micro writing teaching’s purposes and principles, the author of this papertakes the stance on the strategies of micro writing teaching. The author describes thestimulation interest strategy, the specific implementation strategy and evaluation ofinteractive strategy in detail. This paper emphasizes on the display of how the specificimplementation operates: to implement micro writing in the classroom teaching ofreading; to implement micro writing in the practical life; to implement micro writingwith the help of We-Media platforms.Micro writing teaching has been in the early stages of development and it stillneeds the unremitting efforts of more experts and educators. I hope that this paper cangive some reference and enlightenment to Chinese language teachers.