Application Of Micro Writing In Chinese Composition Teaching In Junior Middle School

The two key modules of Chinese teaching include writing and reading,both of which are important parts of Chinese teaching and academic level examination.In view of the important position of writing teaching in Chinese teaching,relevant researches have been carried out constantly.However,writing teaching is restricted by teachers,students and methods,so there are still some obvious problems.For example,students have low interest in writing,little extracurricular reading,and do not understand the writing requirements.To some extent,the reason is that teachers only focus on textbook content in writing teaching and emphasize training rather than summary.As a result,students are unable to get timely feedback of results and Suggestions for improvement,which seriously restricts the development of students' writing ability.Micro-writing teaching based on micro-curriculum theory is a supplement to the existing writing teaching methods.It can not only actively mobilize students' writing enthusiasm,but also reduce the teacher's burden of reviewing,so micro-writing can be accepted by the majority of teachers and students.This paper first explains the reasons for the initiation of this research in the research origin part,and then makes an in-depth investigation into the research status of micro-writing in Chinese teaching in junior middle school.After reading a lot of relevant domestic and foreign literature,the research results in related fields are summarized and sorted out.This paper also to the research significance and research methods are analyzed in depth,in combination with literature data reference to watch a lot of classroom activity at the same time,the investigation and gained the firsthand material from the students and good teachers,then analyze the results and problemsfound,at the same time,many scholars at home and abroad and referring to achievements in the research of this field and the research methods,establishing scientific and reasonable for this research study path to lay a solid foundation.After in-depth understanding of the relevant content,the definition of the concept of micro-writing in this paper is "short and concise,the word is about 200 words,the language is concise and concise,the content is clear and complete,with the characteristics of flexibility,communication,immediacy,full of life,a personalized writing form".The reasonable definition of the concept provides a clear direction for exploring the application value of micro-writing in junior middle school Chinese teaching.This paper investigates the application status of micro-writing in junior high school Chinese teaching,designs questionnaires for junior high school teachers and students,and finds four problems in junior high school Chinese writing teaching through statistical analysis of the questionnaire results.Second,the after-school training lacks of individuality and becomes a propositional assignment.Thirdly,the dimension of teaching evaluation is unitary,and the teacher works alone.Fourth,the composition results lack of sharing,can only be narcissistic.Based on the problems found in the questionnaire survey,four teaching implementation strategies are proposed.Secondly,to develop the proposition by micro-writing and enrich the teaching content;Thirdly,the evaluation is implemented by micro-writing to promote teaching feedback.Fourth,micro-writing to build a platform to enrich the teaching form.In the strategy,the specific implementation methods and teaching cases are explained in detail.At last,the paper puts forward three problems that should be paid attention to in the implementation of the strategy.Secondly,the introduction of network materials,clear network for the introduction of teaching service principle;Third,establish standard evaluation criteria and define the evaluation dimension of participants.