Research On English Micro-writing Teaching In High School Based On Core Literacy

The very primary part of English teaching is writing,which is not only one of the main ways of language output,but also can fully reflect students' ability to use language comprehensively.However,writing teaching has not attracted enough attention in English teaching,because it is influenced by many factors such as lack of teaching materials,limited classroom time,heavy correction tasks and students' poor ability to express.In order to improve students' English writing level,stimulate their interest in writing,cultivate their logic thinking ability in English core literacy in the process of writing,and make writing teaching,writing process and writing feedback more pragmatic,timely and efficient,this paper proposes to apply micro-writing to English writing teaching.It takes high school students as the research subjects,conducting a systematic research on English micro-writing teaching in senior high school.This paper absorbs advanced educational theories,introducing constructivism theory and output theory into English micro-writing teaching.The research takes students as the center and forms an English micro-writing teaching mode in senior high school through research and practice,so as to make the effect of English writing teaching in senior high school better.This paper is aimed at expounding the following two questions:(1)Can English micro-writing teaching improve students' English writing level?(2)Can English micro-writing teaching improve students' logic thinking ability and how can it improve students' logic thinking ability? Based on this,the author did an action study on 60 students in a class of grade 3 of a Senior High School in Nanchong of Sichuan province,which lasted nearly one semester(September 15,2019-December 30,2019).The author carried out a pre-experimental test and two pre-questionnaire surveys to understand students' present English level and guide classroom teaching better,and a post-experimental test and a post-questionnaire to understand whether the students' writing level and logic thinking ability have improved after micro-writing training.The different writing contents with equal degree of difficulty were used in the pre-test and post-test,the purpose of which is to test whether students' writing level and logic thinking ability are improved after micro-writing training.Through the investigation and experiment,the author found that micro-writing,as a new writing teaching mode,had the characteristic of short length and short writing time.Under the teacher's guidance,students can complete writing tasks well,thus cultivating students' interest in English writing.Owing to the convenience,short timeand maneuverability of English micro-writing practice,students' English writing level and logic thinking ability can be improved through regular and repetitive training,which provides methodological guidance for English writing teaching in senior high schools.After the three-month experiment,39 of the 60 subjects were able to improve their writing level by analyzing and comparing the data before and after the test;Through pre-questionnaire and post-questionnaire on students' logic thinking ability,51 students' logical thinking ability was improved.However,due to the limitations of time and conditions,the study needs to be further improved by readers.