Research On Teaching Strategies Of Chinese Narrative Micro-writing In Junior Middle School

Narrative writing is the earliest form of writing that students come into contact with,and it is also the most commonly used form of writing in their lives,so teaching narrative writing is a top priority.The short length of micro-writing,the variety of topics and the richness of the training forms can stimulate students’ interest in writing,and the single objective of micro-writing teaching can be targeted to improve students’ ability to write narratives in a certain area.In the first line of teaching,narrative micro-writing has not received sufficient attention,teaching is also in a disorderly,scattered state,and the lack of effective connection with the large composition teaching,so that the value of micro-writing should not play.This paper is a systematic study of the teaching of narrative micro-writing,combining the current teaching situation with strategies for optimising and improving teaching,and supplemented by practical examples of teaching lessons,in order to improve students’ micro-writing ability and thus improve their overall narrative skills.This paper is divided into five main chapters for exploration:The first chapter is the introductory section,which introduces the reason for selecting the topic of this study,the significance of the research and the research methodology,and systematically compares the literature related to the subject terms of narrative writing,micro-writing and so on.It also provides an understanding of the current state of research and clarifies the content and methods of the study.The second chapter is an overview section on teaching narrative micro-writing in junior high school language,defining the concepts related to narrative,micro-writing and micro-writing teaching,followed by a description of the relevant theories of micro-writing teaching research.Finally,the characteristics of narrative micro-writing and micro-writing teaching are discussed in relation to the micro-writing content in the unified version of the textbook.The third chapter presents an overview of the current situation of narrative micro-writing teaching and problems.The cases of teaching narrative micro-writing in several regions of China combined with the author’s investigation and practice during the internship are analysed.The fourth chapter proposes the following four strategies for optimising and improving the teaching of narrative micro-writing on the basis of the first three chapters: increasing the gradient and building a sequence of micro-dots;enriching the form of teaching and opening up the training path;deepening the teaching guidance with the help of scaffolding and strengthening students’ participation through multiple assessments.The fifth chapter is the expansion and extension of narrative micro-writing.In response to the lack of effective connection between the teaching of narrative micro-writing and holistic writing in the current situation of the survey,an attempt is made to construct a framework for teaching narrative micro-writing and holistic writing,and to propose a cross-training model and specific implementation paths so that the teaching of narrative micro-writing and holistic writing;can be organically integrated and jointly promote the development of students’ writing ability.