| Since the "New College Entrance Examination" program was officially launched in 2014,the college entrance examination has been reformed for six years,and its propositions and examination contents have undergone major changes.The "Beijing College Entrance Examination Language Examinations" issued in 2014 made it clear that the original writing questions will be divided into two writing test questions.The newly created writing questions are called "micro writing" and its purpose is to comprehensively examine students’ true writing ability.The emergence of new writing questions not only enriched the types of college entrance examination questions,but also penetrated into the high school Chinese classroom.This change shows the times of college entrance examination reform and shows new changes in the field of college entrance examination and writing teaching research.This article mainly uses the literature research method,questionnaire survey method and case analysis method to deeply analyze the question type of the micro writing proposition of the college entrance examination and explore the problems in the micro writing teaching.This paper is mainly composed of three chapters.The first chapter is mainly based on the micro-writing proposition of the college entrance examination in the past 6 years.It makes a detailed analysis to make people understand the value and concept of this type of question.Firstly,through the way of horizontal comparison,we explore the evolution history of micro-writing questions.Secondly,make detailed analysis from the aspects of proposition examination objectives,proposition materials and proposition requirements.Finally,summarize the advantages and disadvantages of the problem type,and put forward corresponding suggestions for improvement.The second chapter is mainly through the form of questionnaire survey to understand the current teaching status and teachers and students’ true feelings about the college entrance examination micro writing proposition,and summarize and analyze the existing problems.The third chapter focuses on explaining the strategies of micro-writing teaching,including "testing guidance and classification guidance strategies for students’ actual micro-writing needs,reading and writing combination strategies for content deviations and training forms,and teaching evaluation strategies using distributed learning guidance." Specific strategies for each aspect.Chapter 3,Section 4 is an example of "persuasive" microwriting teaching design based on the trend of college entrance examination propositions and micro-writing teaching strategies.This study provides understanding and practical preparation for understanding microwriting and guiding high school micro-writing teaching. |
