The Teaching Research Of Micro-writing In Chinese Curriculum

Micro-writing is one of the most common writing styles in social life. It’s compact length have been popular among writers since ancient times. Especially after the wide application of the new media, micro-writing has become the most daily-used and grounded writing form with its convenience on communication. In Chinese teaching field, at the very beginning of set up of the national college entrance examination, there had been the existence of so-called "mini-composition" which owns the attribution of micro-writing. The attention to micro-writing in Chinese education field has been continuously raising up since the launch of the question style of micro-writing on Beijing’s college entrance examinations in 2014. Therefore, this article takes micro-writing as research object and dig into the essence of micro-writing and based on the which to analyze the important meaning of micro-writing teaching, to inspect the current situation of micro-writing teaching in Chinese curriculum and to entrench the theoretical basis for the forthcoming micro-writing teaching research. Further more, the article will put forward some new teaching concepts of micro-writing.This article is divided into five chapters, the specific contents of each chapter are as follows:The first chapter (Introduction):First, the initial objective of this research is introduced and definitions of core concepts like "micro-writing", "writing", "writing teaching" are given. Second, the chapter collects and summarizes bibliography related to the research according to relevant contents of micro-writing. At last, it briefs the thoughts and methods of the research.The second chapter:It induces and deduces the concept of micro-writing and illustrates category of it by means of analyzing evolution process of micro-writing so as to dive into the essence of it.The third chapter:It discusses about the significance of micro-writing teaching via combined analysis between courses and teaching theories of Chinese curriculum and characteristic of micro-writing. The significance of micro-writing teaching shall be interpreted from four points:to free the set text formats of writing; to develop the communication function of writing; to activate student’s interest for writing; to improve student’s media literacy.The forth chapter:By sorting micro-writing samples in teaching materials and compiling contents of micro-writing in textbooks of Chinese curriculum while also analyzing exams of different types on it and teaching method of it at Chinese curriculum level, the chapter makes reviews on current situations of micro-writing teaching in Chinese curriculum.The fifth chapter:It forwards some teaching ideas of micro-writing in Chinese curriculum based on the previous chapters. First, idea about independent teaching of micro-writing is interpreted from aspects of curriculum requirement, contents of teaching and length of teaching periods. Moreover, it elaborates ideas of systematic contents of teaching on micro-writing and provides multi-complex ways to evaluate methods of teaching micro-writing. In general, this chapter is the key part of the research which is instructive for the construction of micro-writing teaching in Chinese curriculum. Hopefully it will contribute to help domestic researches on micro-writing teaching.The conclusion part is where the author generalizes the whole research as well as points out its limitations.The appendix includes some charts showing the current situation of micro-writing and it collects some micro-writing teaching cases with analysis in order to confirm the research and make comparison on it.