Micro-writing Teaching Research Basic On The PEP Edition Of Chinese Textbooks For High School

The study of micro-writing can be considered as an inevitable result of the development of micro-society and micro-communication in the epic meaning,while from the perspective of pedagogy it is also an effective and flexible way to cultivate the students' writing skills.It reestablished its position in 2014 Beijing College Entrance Examination of the Chinese subject,and got specifically defined for its each form in the latest revised Chinese Curriculum Standards in 2017.While in reality,the existing Chinese teaching includes exercise and examinations of mini as well as fragment writing,but they are not systematic enough to obtain their independent pedagogical position,even worse,to be regarded as quite dispensable.For a long time,micro-writing has been deprived of its due significance,and its related researches also fail to satisfy the requirements of Chinese writing teaching.Based on the current situation of domestic micro-writing and its revolution in College Entrance Examinations,this thesis sorts out and make analyses on the design and content of micro-writing in Chinese textbooks of People's edition,trying to provide some practical suggestions and proposals for the strategies of future micro-writing teaching.This thesis consists of five chapters,and the content of each chapter is summarized as follows:Chapter one is an introduction.First,this chapter briefs the object of study from three aspects,namely its development history,concept differentiation and teaching orientation.Second,it introduces the research background from the perspectives of life,epoch,College Entrance Examinations and pedagogy.Then the author makes a detailed literature review on micro-writing to delve into the current situation.At last,the research significance and methodology of this thesis is summed up in this part.Chapter two provides a concise description of micro-writing in senior high Chinese textbooks of the People's edition.In the first place,the content of the textbooks is summarized and analyzed,and then an evaluation is made from the aspects of compilation method?teaching content and the usability of the textbooks to study the dilemma and problem of the current micro-writing teaching in senior high Chinese Subject.Chapter three offers suggestions and proposals for micro-writing teaching.First,micro-writing is inseparable from reading both in and out of class as well as in life.The teaching of micro-writing has to stick to the combination of reading and writing to consolidate the process of thinking and accumulate the repository of materials.Second,the author suggests that an independent micro-writing course could be opened according to the 2017 Chinese Curriculum Standards.Also,the author is trying to construct a detailed and independent course arrangement based on the hypothesis that the 18 task groups in 2017 curriculum standards consist of the teaching content.Third,a thorough and clear in-class teaching process is highly required.Based on case studies,the author presents a detailed description of the process of micro-writing:making an explicit teaching purpose,creating context to lead in,guiding through the whole writing,and offering in-time feedbacks.Last but not least,the author suggests that the new technology of multimedia is a good choice to make in teaching,stepping into the information education.Chapter four is the teaching example.Based on the above three chapters,chapter four provides two teaching models of micro-writing and their related examples,which lays its foundation on the features of micro-writing and the author's empirical experience.Chapter five is the epilogue.First,this chapter summarize the main conclusion of this paper;Second,point out the deficiencies;Finally,this chapter show the expect of the writer that more and more Chinese educators and researchers could pay their attention on the micro writing and micro writing teaching.