The Intermediate-grade Pupils’ Micro-writing Problems And The Study On Teaching Strategies

Under the background of new curriculum reform,teachers are faced with new challenges and opportunities.There is a series of changes in the composition teaching.In the scope of Chinese literature,more importance is attached to the teaching of short text writing skills.Since short text writing has the advantages of being brief,being time-saving,being various in forms and so on,it is an indispensable exercise in the lessons of Chinese literature.In the teaching of Chinese literature,short text writing exercise plays the roles of facilitators and connectors between the pupils and the composition works.Micro-writing exercise can offset the disadvantages of traditional writing practice,which tends to be time-consuming.Besides,micro-writing exercise can provide the pupils with some new forms of compositions,which can enrich the pupils’ school life.The intermediate-grade pupils tend to have a rather limited vocabulary.Their process of learning to write is similar to a toddler’s process of learning to walk steadily.This paper is about the question of how to effectively improve the intermediate-grade pupils’ writing skills by means of short text writing exercises and how to lay a solid foundation for their composition skills.Focused on the teaching of short text writing skills for the intermediate-grade pupils and the current teaching practice,this study puts forward some strategies to improve the teaching quality and provides the front-line teachers with some references.Having consulted the relevant documents,this study provides an overview about the current teaching practice of short text writing skills in the primary schools and middle schools at home and abroad.The study is conducted by means of document collection,questionnaires and interviews.The survey is conducted on the teachers and pupils in two primary schools of Lin Yi city,and is intended to collect information about the current teaching practice of short text writing skills as well as the influential factors.Descriptive statistic analysis and qualitative analysis are conducted on the data in the questionnaires and the results of interviews.The analysis reveals the problems and influential factors in the teaching of short text writing skills from the perspective of teachers and pupils.Based on the theory of short text writing curriculum,the theory of scaffolding instruction,the theory of communicative context and the theory of writing skills,this paper proposes some strategies to improve the teaching practice of short text writing skills at the stage of intermediate grades in the primary school.Having made a comprehensive analysis on the data,this paper finds that the teachers’ problems mainly include: the analysis on the pupils’ current situations tends to be superficial;the teachers’ effective guidance is absent in the process of the pupils’ short text writing;teachers assume too much assessment tasks.As for the pupils,the problems in the process of microwriting include: the goal of writing is unclear;little attention is paid to the accumulation of good examples;the sense of self-confidence is insufficient.Based on current situation and theoretical guidance,this study proposes some strategies to improve the current teaching practice of short text writing skills.（1）this study pays attention to the modal analysis of students’ compositions,obtains specific data about the learning situation with the help of experience and scientific assessment tools,and gives well-tailored guidance on the basis of analysis.（2）the guidance on short text writing involves the establishment of the goals,the accumulation of good examples and the necessary methods.（3）this study proposes to create interactive writing evaluation guidance of scale-type evaluation indicators on demand;strengthen the communication between teachers and students,and between students and students,develop students’ ability to evaluate and correct from individualized self-assessment,cooperative mutual evaluation,guided evaluation and motivational exhibition evaluation,and reduce the burden of evaluation and correct on teachers.