A Study On The Teaching Of Writing In Senior High School Based On The Theory Of Micro Writing Curriculum

Writing teaching is an important part of Chinese teaching,but also the weak link in Chinese teaching.This study originated from the author’s concern about the teaching of Chinese writing in primary school for more than a year.Based on the theory research of micro writing course,find the problem,analysis of the reasons of high grade primary school writing teaching design to record the composition "description is not specific "for example try to practice research.This study conducted a questionnaire survey in the relevant case before the implementation,effectively understand the current situation of writing teaching in high grade primary school,and the use of micro writing curriculum theory put forward relevant countermeasures and suggestions,for empirical research provides targeted guidance.The author attempts to design micro writing teaching for high grade primary school students,through the understanding and analysis of students’ writing disorder,to determine the micro goal and content,then design specific situational activities drive students to carry out writing practice,and provide the necessary assistance to support the development of guidance,intends to record writing is "not specific description" of the design of micro writing teaching to verify the effectiveness of the teaching of writing,the micro writing course based on the theory of learning,and for teachers to pay attention to students’ writing,micro writing difficulties,provide reference for improving writing skills of high grade primary school students.The introduction part introduces the origin,literature review,research methods,significance and objectives of the study.The first chapter briefly introduces the theory of micro writing course,outlines the function definition,principles,basic features,methods and theoretical basis of the teaching design.The second chapter is mainly through the questionnaire survey and interviews,summed up the problems in the teaching design of senior high school students and the problems existing in the text of the students.The third chapter is an empirical study on the teaching design of the micro writing in the senior high school with the example of "the description is not specific".