An Action Study On Improving The Teaching Strategy Of Chinese Micro-Writing In Junior High School

Composition teaching is a very important teaching content in language teaching,but it has been in a state of "inefficiency" for a long time.Miniaturized writing,as a new way of writing training that has emerged in recent years,is loved by teachers and students because of its "specific goals,diverse forms,short length,and flexible operation".How to use miniaturized writing teaching to improve junior high school composition teaching and improve teaching efficiency is a question worth actively exploring.Taking action research as the main research method,combined with educational scientific research methods such as bibliographic method and survey method,this study attempts to introduce miniaturized writing into junior high school composition teaching,takes the seventh grade students of L middle school as the research object,analyzes the small problems that occur in the writing process of students through the analysis of academic situation,and takes "detailed description" as the starting point to provide teaching design to solve the problems of poor observation ability,no words to write about,and low interest in writing,in order to achieve the purpose of stimulating students’ interest in composition and improving students’ writing ability.The introduction part of this paper clarifies the origin of research,the purpose and significance of research,the ideas and methods of research,and determines the starting point of research by combing the existing literature materials.In the main part of the paper,the connotation of miniaturized writing teaching and the compatibility between miniaturized writing and junior high school writing teaching are expounded,and the necessity and feasibility of miniaturized writing applied to junior high school composition teaching are answered from the level of rational understanding.The interview method and classroom observation method were used to investigate the current situation of writing in junior high school,and the main problems in junior high school writing teaching were sorted out: students’ basic knowledge was weak;Teachers do not have enough mastery of the learning situation,and there is a phenomenon of "absence" before and after class;Inability to provide timely and effective assistance to students;Teaching ideas and concepts lag behind teaching practice.On the basis of investigation and theoretical exploration,two rounds of action research are designed and carried out.The first round of action research focused on trying to address the problem of concretizing writing goals and providing learning scaffolds in a timely manner.In the second round of action research,the remaining problems were further explored and solved,and at the same time,the creation of situations and the improvement of evaluation were used as a breakthrough,and the evaluation element table was provided to students,and students were guided to carry out self-assessment and mutual evaluation.Through two rounds of action research,it effectively stimulated students’ interest in writing,activated students’ enthusiasm for writing,cultivated students’ new writing habits,and broadened the channels for absorbing writing materials.Based on the analysis and reflection of action research,improvement strategies are proposed,including: refining the teaching objectives of writing and reflecting the principle of "one lesson,one gain";Optimize the creation of writing situations to stimulate students’ interest in writing;Provide writing scaffolds in a timely manner to activate students’ deep thinking;Improve the way of writing evaluation and strengthen the effect of learning feedback.