Research On The Teaching Strategy Of Chinese Micro-writing In Senior High School

In recent years,with the development of new media such as weibo and WeChat,the whole society seems to be immersed in microculture.In this context,as a basic education language is not inevitably affected by it.Among them,the most obvious is that in 2014,the "micro-writing" test appeared on the Chinese paper of the national college entrance examination in the pre-eminent Beijing.Since then,"micro-writing" has become one of the compulsory subjects in the Chinese college entrance examination in Beijing.As a guide to the teaching of Chinese,the college entrance examination will undoubtedly cause more attention to the teaching of Chinese,including micro-writing.Indeed,outside Beijing,there is a growing emphasis on micro-writing.In the daily Chinese education teaching,the micro-writing teaching has been in the concrete practice.Based on this,it is necessary for us to choose this question to do a seminar.Micro-writing,as can be known from its literal interpretation,is a kind of writing characterized by short length and fewer words under the influence of new media culture.It can use new media or use paper and pen to replace new media,but the characteristics of micro-culture enable it to distinguish from other writing.This kind of writing may be concise,thematic and close to daily life because of its micro.Micro-writing into the classroom teaching,writing teaching to put forward new questions.As a branch of writing teaching,the development of micro-writing teaching is based on the basic ideas and methods of writing teaching.Micro writing teaching should strive to be specific,micro and complete,micro and orderly,which requires teachers to clarify the teaching process of micro writing in teaching,adopt a layered plan of micro writing teaching,enrich micro writing training topics and stimulate students' interest in micro writing.The implementation of micro-writing teaching is conducive to improving students' comprehensive Chinese quality.The research section of this paper is based on the high school stage,combined with the theories of pedagogy,psychology and micro-learning,focusing on micro-writing teaching.The specific contents are as follows:The introduction mainly introduces the reasons for the topic selection,analyzes the current situation of micro-writing teaching at home and abroad,explains the significance of the research,and determines the research content,objectives and methods.The first part mainly summarizes the overall situation of micro-writing teaching in high school.This paper discusses the main problems such as the connotation of micro-writing,the difference of micro-writing in teaching materials,the type and characteristics of micro-writing teaching.Among them,micro writing is divided into five categories.The differences between micro-writing in the pep edition of high school Chinese textbooks and micro-writing in the American language textbooks are analyzed,and the differences in micro-writing between pep edition and the unified edition of high school Chinese textbooks are also concerned.This paper focuses on the analysis of the four major types and characteristics of micro-writing teaching.This paper explores the theoretical basis of micro-writing teaching from the perspective of life-oriented education,micro-learning theory and whole-language teaching theory.The second part mainly explores the teaching status of Chinese micro-writing in high school.Based on the sample survey of teachers and students in three middle schools,it is found that there are such problems as the lack of completeness of teaching process,the lack of difference in teaching,the unitary training type,and the lack of motivation of students' creation.The third part is mainly to study the teaching strategies of micro-writing in senior high school.Based on the problems in micro-writing teaching and the teaching experience of front-line teachers,this part puts forward some countermeasures,such as clarifying the teaching process of micro-writing,formulating multi-level teaching plans,enriching micro-writing training topics and stimulating students' interest in microwriting.The fourth part is mainly about the teaching practice of Chinese micro-writing in senior high school.It is divided into two aspects,the first is the analysis of teachers' class examples,the second is their own implementation of micro-writing teaching.From the teaching process,link design,teaching effect and other aspects to reflect on the problems in the teaching practice of micro-writing,and to test the effectiveness of micro-writing teaching strategy.The fifth part is about the teaching of Chinese micro-writing in high school.From the two dimensions of network environment and non-network environment to think about the problems that micro-writing teaching will face in the future and put forward the corresponding solutions.The conclusion part mainly summarizes the full text,and emphasizes the microwriting and the teaching and learning strategies of micro-writing.