A Research On The Teaching Strategies Of Micro-writing In High School

College entrance examination reform in full swing, as the basis for discipline Language received particular attention, as high school language department in the main event, writing is the most important reform of the College Entrance Examination.Writing test form has also undergone some changes, Beijing volumes increase Micro writing is one of them. Beijing is China’s economic, educational and cultural benchmark, little sign of trouble is likely to drive the movements of other provinces and cities nationwide college entrance examination reform is no exception. As Professor Wen Rumin when talking to the College Entrance Examination Reform said:micro-writing, the future of the language in terms of the national college entrance examination, is an overwhelming inevitable trend. Although the increase in micro-writing teachers caused a lot of attention, but in teaching practice, teachers micro teaching writing is not enough attention, there are many problems Micro-writing teaching and research of Chinese education researchers also micro Writing It is relatively small. In view of this situation, this article by writing to the College Entrance Examination micro proposition Characteristics of high school language teaching status quo and micro-writing, teaching methods and other methods paragraphs from abroad, try to put forward four effective micro-writing teaching high school language policy.In this paper, we are taking the Three Methods: literature research, survey research, action research. The first part of this paper, literature research, and micro-writing of existing relevant information and research carried out and define the concepts of micro writing, summarizes the National College Entrance Examination proposition micro writing history, and outlines the college entrance examination proposition micro writing Features, which made the significance of the micro-school teaching of writing: writing micro adapt to the times, to stimulate student interest in writing; micro-writing training objectives clear, improving students’ comprehensive language writing proficiency; micro-writing can be manipulative, and can be timely classification guide student writing.The second part of this paper, the use of survey research, the No.1 of Jiangxi Xinjian School and No.2 of Jiangxi Xinjian School conducted a survey, and analyzesthe current situation and status of micro-micro-writing teacher writing teaching high school students. The analysis revealed that high school students micro-writing status quo: the students are interested in writing and micro-writing; students prefer to describe micro-writing classes and discussion classes; most students did not modify the micro-writing habits; a small number of students will use microblogging, letter,etc. micro way to practice writing. Micro-writing teacher teaching status quo is:special education teachers only pay attention to the neglect of the micro-writing writing special teaching; teachers only pay attention to the guidance of micro writing content and ignore the guidance of micro writing skills; single teacher evaluation methods; teachers do not pay attention to micro-writing and writing, reading association. Finally, the status quo micro teaching writing, were the reasons for analysis, that high school language teacher is not enough awareness of the micro-writing and teaching high school writing micro gap is not easy to score and the score is the main cause micro-writing status quo.The third part of this article using action research, according to the status of micro writing in high school and classroom teaching practice raised stepwise approach, guidance law, self-evaluation, and write four micro combined method of writing teaching strategies, teaching step by step Paragraph teaching method draws on British and American writing training extended by the sentence to a paragraph of teaching, proposed micro-writing training can perform the following steps: First, learn to write two to four sentences of micro writing; secondly, a sentence to be extended to around paragraph; and finally, the integrated into a complete paragraphs. Guidance method is based on the guidance of teachers writing style micro category. Reading-law requires teachers to focus on the combination of teaching reading and writing teaching. Self-criticism method to teach students self-evaluation based on score,self-modifying.This paper analyzed grade in writing, combined with the current status of teaching high school students and high school language writing proficiency micro micro-writing, exploring for high school language classroom teaching strategies micro-writing, rich micro writing language school teaching model, provide a reference for others.