Research On Teaching Strategies Of Micro-writing Trainingin Chinese Lesson Of Senior High School

The new curriculum reform of basic education has been carried out in full swing.In this process,a lot of achievements have been made,but there are still many problems.As the writing part of Chinese teaching,it has always been the key and difficult point in teaching.The teaching experience and research theories of writing teaching are fruitful,but under the current examination system and educational environment,the writing ability of high school students does not meet the basic requirements of high school curriculum standards,and students’ writing performance cannot develop healthily and comprehensively.The present situation of writing teaching is not optimistic and the effect is not satisfying.Therefore,these problems have long troubled many teachers:how to cultivate students’ interest in writing;how to help students’ writing works obtain accurate and concise language expression,rigorous and dialectical thinking as well as real feelings;how to guide students to improve their writing level,etc.Along with the development of the Internet era,a short,concise writing,which is called micro-writing,arises at the historic moment with some new ways of communicaition such as Weibo and We Chat.This way of writing gradually gains popularity,and the continuous emergence of micro-writing in the College Entrance Examination makes the front-line Chinese teachers start to pay attention to and study the application of micro-writing in the Chinese teaching.Micro-writing is different from the traditional writing training in the past.It is short,flexible and free,and focuses on communication,which meets the requirements of the new curriculum standard and Chinese core quality.It is beneficial to eliminate students’ fear of writing,improve their interest in writing,enhance their initiative in writing,and strengthen their connection with life and society.So it is a new writing-teaching method full of humanistic care.However,micro-writing has not existed for a long time,and the relevant theoretical research and effective teaching experience for reference are not enough.Besides,the research on micro-writing is still in the exploratory stage.Therefore,based on the previous research and the teaching practice of micro-writing training in the school where the author works,the author takes micro-writing as the research object and tries to make a supplementary study on the teaching strategy of micro-writing.In order to understand the current situation of micro-writing teaching in high school Chinese lesson and explore the cultivation of high school students’ interest in Chinese writing,the author carefully consulted a large number of educational papers and relevant research literature.In practice,the author uses the method of combining theory and practice to summarize the effect and shortage of high school students’ micro-writing training.At the same time,combined with the theoretical experience of relevant researchers,this paper puts forward some strategies that are suitable for the micro-writing training of high school students in class,so as to effectively improve the writing ability and level of high school students and achieve the teaching purpose of developing students’ Chinese literacy.This thesis consists of three chapters: the introduction part briefly introduces the reasons for the topic selection,the significance of the research,literature review,and the research methods of this paper.The first chapter is an overview of micro-writing teaching in senior high school,defining the concepts and characteristics of micro-writing and micro-writing teaching,as well as the value and significance of micro-writing teaching;the second chapter focuses on the investigation of the teaching status of micro-writing training in senior high school,and conducts a questionnaire to realize the teaching status of micro-writing teaching in the school where the author works,and summarizes the problems and experience of micro-writing teaching in this school according to the investigation;the third chapter mainly describes the author’s practice of improving the micro-writing ability in the Chinese lesson in the high school where the author works;the forth chapter mainly aims at the problems existing in the current situation of micro-writing teaching mentioned above,supplements the teaching strategies of micro-writing,and analyzes the typical cases of students.In the aspect of strategy,the author lists some representative and innovative propositional forms and works,trying to explain the significance of micro-writing training in improving students’ interest in writing and their comprehensive use of language;the conclusion part points out that the micro-writing training in Chinese class should be further explored and studied.