Research On The Teaching Of Micro-writing In The High School Stage Of Elementary School

Since the examined form of "micro-writing" appeared for the first time in the 2014 Beijing college entrance examination of Chinese,"micro-writing" has officially became a member of Chinese teaching,relevant research has gradually formed into theory,but all of them take "micro-writing in middle school" as the research object.Primary school is the illuminative period of writing understanding and learning.The first-line teachers catch that micro-writing teaching is a beneficial attempt to change the actuality of writing teaching,but it is still limited to personal experience.This research attempts to start from the practical research of micro-writing teaching and combine with related theories to carry out research and discussion.Focusing on the particularity of teaching research on micro-writing of high-grade in primary school from three perspectives under the serializable research on writing teaching,such as "rebellion" of formulaic sequences concerning writing teaching,the game between "standard" and "freedom" in writing teaching,as well as highlighting curriculum guidance to form effective connection.Carrying the practice of micro-writing teaching to concern the process of students’ writing based on the idea of practical research.The value of micro-writing teaching in Chinese writing teaching of elementary school is explored from the three dimensions such as authorship,process writing approach and reader consciousness.The authorship aims to enlarge the writing motivation of students.Discussing two dimensions of "real writing" and "written reality" based on situation and combined with micro-writing of students.Meanwhile,grasping the particularity of "poetry" and combining with micro-writing to explore the formation of writing style.The process-oriented approach emphasizes the difference between the result writing teaching and the process writing teaching,underlining the intervention effect of teachers and the setting of teaching holder,so as to explore the practical value of process writing teaching in micro-writing teaching.Readers’ consciousness focuses on the diversification of micro-writing evaluation subjects,starting from the awareness of stylistic differences,combining with the unified textbook to create an innovative attempt in micro-writing teaching of multiple stylistic.At the same time,emphasizing the differences brought by the different writing thinking of "reading from the perspective of the author" and "writing from the perspective of the reader",so as to summarize the evaluated methods based on three acting points such as object consciousness,communication purpose and self-evaluation.Finally,based on the thinking in three writing teaching paradigms of ideal,reality and tradition,this paper explores the development direction of micro-writing teaching of high-grade in primary school from the dynamic balance of artistry and scientificity of writing,puts forward suggestions in three dimensions including research subject,basic form andcurriculum system,so as to provide some ideas for the further development of research on the micro-writing teaching.