Investigation On The Present Situation Of Chinese Microwriting In Junior Middle School And The Construction Of Teaching Mode

Composition teaching in the mother tongue environment has both advantages and disadvantages.The advantage is that as long as students have a correct attitude,they can always write something,and the downside is that most students feel that there is nothing worth writing because they are too familiar with the context.This paradox has been restricting the development of students’ writing.However,the length of micro-writing is short and the form is free.It is beneficial to cultivate students’ interest in writing and disperse students’ thinking;to accumulate.Therefore,some Chinese educators take advantage of the potential and actively innovate the teaching of the micro-writing,especially in recent years,under the guidance of the "baton" of the college entrance examination,the exploration of the micro-writing and the study of the study are in the ascendant.As a first-line Chinese teacher,the author fully demonstrates that the micro-writing has a great effect not only in the collection of composition materials,the training of writing and writing,but also in the development of the core quality of the students.This paper defines the concept of "micro-writing" through the method of literature,analyzes the pain points and difficulties of "teaching" and "learning" in junior middle school micro-writing,and understands the problems existing in the teaching activities and management of micro-writing in junior middle school,such as students’ passive acceptance,lack of systematic planning of micro-writing teaching and management,and so on.Then,from the point of view of cultivating students’ core literacy,this paper endows micro-writing with a clearer educational purpose,explores the teaching mode of"three sides and six steps" of micro-writing in junior middle school,and explores the strategies in the classroom management of junior high school micro-writing.