Current Situation And Countermeasures Of Chinese Micro-writing Teaching In Senior Middle Schools In Neijiang City

Micro-writing is a new writing method that conforms to the trend of the times and also the goal of cultivating students' core language literacy.Therefore,it is necessary to integrate micro-writing into the language teaching system so that to make it possible for students to have a scientific and systematic training of micro-writing.As far as the survey knows,many students are not good at micro-writing being plagued with problems like improper analysis of question,elaborate language,understated theme,obscure structure and confused logic.Besides,being conducted unscientifically and unsystematically,micro-writing has had little success so far due to stereotyped design,imperfect teaching method,unsystematic and inadequate training,superficial content and single evaluation method.What's worse is that some schools do not even offer the course of micro-writing at all.Due to geographical differences and the lack of teaching practice,some strategies put forward by researchers often turn out to be not deep-going,lack of pertinence and effectiveness and fail to closely combine the characteristics of micro-writing and teaching of micro-writing.Based on the analysis and thinking of the current situation of Chinese high school writing course and teaching of micro-writing,this paper follows the theories such as the theory of learning motivation,the theory of life education,the theory of communicative context of writing and the theory of multi-dimensional interactive teaching of writing.It also takes Criteria for Chinese Course in High School and students' development needs as practical basis,and adopts the methods of literature research,case analysis,and questionnaire survey and classroom observation.Besides,It also investigates the teaching of micro-writing in some high schools in Neijiang prefecture level city in Sichuan province,like No.2 Middle School of Neijiang City,No.6 Middle School of Neijiang City,Weiyuan Middle School,Longchang No.1 Middle School,Zizhong Qiuxi High School and Longhui Middle School.By doing so,this paper aims to explore the current situation of micro-writing teaching in high school and its influencing factors.Combining the characteristics of education and students in Neijiang city and thinking from the perspectives of teachers,students and schools,thispaper is going to construct a micro-writing training mode which is composed of teacher-led classroom training,students' independent practice and school-guided auxiliary training.In view of the teacher-led classroom training mode,the author expounds the teaching strategy from the question mode,training content as well as methods of training,guidance and evaluation.The author also carries out the evaluation and reflection of the teaching efficiency in teaching practice.By doing so,this paper strives to improve the teaching of Chinese micro-writing in high school,provides teachers and students with specific,efficient,targeted and diverse strategies and suggestions of the teaching of micro-writing,and offers valuable reference of micro-writing to areas which share a similar teaching situation of micro-writing with Neijiang.This article is composed of the introduction and four chapters.The introduction mainly expounds the origins,purpose and significance of the topic,the current situation,content and target of the research,the research way of thinking and method of the subject,as well as the difficult and important point of the research.The body part is divided into four chapters.Chapter one mainly studies the connotation and characteristics of micro-writing as well as the connotation,characteristics,significance and foundation of high school micro-writing teaching.Chapter 2 investigates and analyzes the current situation and influencing factors of the teaching of micro-writing in high school.It also summarizes the problems of micro-writing teaching and student's study of micro-writing from the aspects of question mode,training,guidance and evaluation.In chapter three,the author,based on the teaching situation and influencing factors of micro-writing,constructs a training mode which combines teacher-centered training in class,students' independent practice and the training guided by school.Besides,the role of teachers and specific operational methods of those training models are also explained in this chapter.Finally,the fourth chapter talks mainly about the teaching practice and reflection on the proposed teaching strategies and also provides some teaching cases.Finally,the conclusion part is mainly the summary of the full text.