Lesson Study Of Micro-writing Teaching In Elementary School

In recent years,through the unremitting efforts of many language experts and front-line language teachers,Chinese primary school language writing teaching has made remarkable achievements.However,there are still many unsatisfactory areas.Writing teaching is still a problem of “difficulty” in Chinese teaching in primary and secondary schools.The low effect of writing teaching has become an indisputable fact.The primary school micro-writing teaching is based on this status quo.Based on certain theoretical and practical foundations,boldly proposed new attempts in writing training have gradually become an important turning point in contemporary Chinese writing teaching.Although in the field of Chinese writing teaching,micro-writing teaching is still a relatively new term,but with the local college entrance examination as a reminder for investigation,more and more people have turned their attention to the teaching of middle school micro-writing.This article considers that elementary school is a stage of enlightenment in the understanding of writing and learning writing.It should be a systematic and in-depth study of primary language Chinese micro-writing teaching.This paper mainly analyzes and studies the following three parts.The first part: Define the concept of micro-writing and micro-writing teaching,elaborate the basis for the implementation of micro-writing teaching,make clear that micro-writing teaching refers to the use of "micro-writing" writing style in the teaching of Chinese writing,teachers guide students With the help of the writing style of “micro-writing”,students are required to focus on simple teaching,teaching is simple and flexible,teaching evaluation is effective immediately,and new-style writing is designed to train students’ writing skills,inspire students’ interest in writing,and improve their writing literacy form.At the same time,it is also necessary to clearly point out that micro-writing teaching has the basic characteristics of focusing on writing,emphasizing writing context,and stressing teaching evaluation.The formation of a comprehensive scientific understanding of micro-writing teaching.The second part: Based on the empirical research,this paper studies the micro-writing teaching from the two training methods in and out of class.The in-class aspect mainly selects typical micro-writing teaching examples in the elementary school stage,analyzes and studies the lesson examples from the teaching objectives,teaching tasks,teaching activities,and teaching evaluations,and finds out the advantages and disadvantages of the micro-writing teaching;On the other hand,from the point of view that is closest to the students’ life,students’ diaries,microblogs and WeChat are selected as research objects,and analysis is performed to find out the teaching methods that are more suitable for students to study outside of class.The third part: Based on the empirical research in the second part,it concludes that the micro-writing teaching has the advantages of focusing on the students’ academic situation,creating the writing situation,and constructing the writing support.There are also lack of demonstration of the teacher,the single subject of evaluation,and the lack of attention to micro-writing teaching.The problem.Therefore,based on the macro perspective,some suggestions for improving the teaching of micro-writing are proposed.We hope to establish the basic types of micro-writing teaching,determine the basic forms of micro-writing,formulate the basic flow of micro-writing,and construct micro-writing.The curriculum system of teaching promotes the implementation and development of micro-writing teaching at the elementary school stage,and provides some help for first-line language teachers to carry out micro-writing teaching.It is necessary and practically feasible to implement micro-writing teaching in the elementary school stage.The teacher also fully proves that the implementation of micro-writing teaching in primary school Chinese writing teaching can stimulate students’ interest in writing.Can improve the students’ writing skills and solve the problem of "big trouble" in writing and teaching.