Research On The Teaching Practice Of "Micro - Essay" In Primary School Under The Network Environment

With the rapid development and popularization of network and information technology, QQ. Weibo. WeChat and other new media gradually become an indispensable communication platform in people’s daily life. The transmission of information has entered into the "micro era". Against this background, the composition teaching must keep up with the times, thus the micro-writing teaching came into being. This new form of composition teaching has adapted to the rhythm of modern life, followed the trend of the informatization of Chinese teaching, constructed an open and interactive Chinese learning space, built a new platform to show the students’ writing accomplishment, facilitated the dissemination and sharing of information between people and based composition teaching on real life. Micro-writing increasingly highlights its unique charm.The micro-writing teaching must adhere to the principles of dependence, interaction, development and construction, take into consideration the development of school-based curriculum and teaching material, base on the classroom, face the life, integrate the composition content; rely on new media to optimize writing environment and improve the relationship between teachers and students. The micro-writing teaching also should create writing teaching models in terms of pre-class composition, during-class instruction and post-class promotion, and use various pedagogy, including creating situation relating to the theme of composition to arouse students’writing interest; sorting out information to collect writing materials; expressing freely to diversify writing forms; interacting in various directions to optimize the marking of compositions; transmitting online to share superior resources, and optimize the teaching evaluation, focused on multivariation of evaluation subject, diversification of evaluation methods and individualization of evaluation criteria, to improve students’ writing competence and the quality of writing teaching.The micro-writing teaching undoubtedly has opened a brand-new world. It is leading an innovation quietly in teaching field of language learning. Needless to say, the micro-writing teaching also exposed some problems at the same time which were mainly reflected in the following aspects. Firstly, the comprehensive quality has an effect on self-evaluation.Secondly. the network buzzwords challenge language standardization. Moreover, the bad network information erodes students’ value. In view of the above problems, we can put forward corresponding strategies to improve the students’ comprehensive quality, guide students to use network language correctly and to effectively identify bad information. In addition, there are a lot of confusions when practicing the micro-writing teaching. For example, it is difficult to promote the Flipped Classroom and grasp the teaching scale of the "put" and "close" and we may easily make mistakes. Front-line teachers and researchers need to further think and explore these confusions in teaching activities so as to seek the way to solve the problems.The micro-writing teaching cannot be done overnight, but it complies with the development trend of composition teaching reform. As long as the language teachers are practicing and reflecting and theoretical researchers are working together to seek the way to solve problems, it is predictable that the micro-writing teaching is bound to be normalized.