Research On The Teaching Practice Of Junior Middle School Chinese Micro-writing

Micro writing,as a kind of writing style with free form,few words and clear and direct reflection of writing theme and content,has attracted more and more attention of Chinese education.At present,"micro writing teaching" has become the focus and difficulty of Chinese teaching,because "junior high school" as the most basic stage of the whole education link,it needs to focus on cultivating students' interest in "reading and writing" at this stage,but few people like reading,and few people are interested in reading.Therefore,most of the students in order to cope with the examination,in order to complete the composition writing,usually have a "muddle along" mentality,it is difficult to put the true feelings into the writing,and with the passage of time,some of the students also began to fear writing,through the survey found that junior high school students are particularly afraid of writing.As a new way of writing,"micro writing" can effectively stimulate students' interest in reading,improve students' writing level and ability,as well as improve students' interest in writing.Therefore,the emergence of "micro writing" has become a turning point in Chinese composition teaching and injected a spring into Chinese composition teaching.In this paper,considering the difficulties of Chinese micro writing teaching practice in junior high school,the author through questionnaire survey,through data analysis to find the problems of Chinese micro writing teaching in junior high school,and then to find solutions to the problems.Therefore,this paper starts from the following four aspects.In the first part,according to the domestic and foreign literature and some monographs that the author read,the author expounds the research status of Chinese micro writing teaching in junior high school,redefines the concept of "micro writing" according to his own understanding,makes clear that "micro writing teaching" is the needs of students,and divides the literature into "three" levels of research.The first is "the influence of micro writing on composition writing teaching",the second is "thestudy of micro writing concept and redefinition level",and the third is "the combination of micro writing teaching and practice,exploration and research in practice".The second part mainly studies the characteristics,types and basic theories of "micro writing teaching".Through this part of the research,the author found that "micro writing teaching" has the characteristics of flexible and diverse,simple form,complete content and outstanding theme.The types of micro writing teaching can be divided and classified according to different levels,such as can be summarized according to style,expression,training purpose and training methods.The third part is mainly the part of questionnaire.Through the analysis of the students' questionnaire,this part finds and finds the main problems of Chinese micro writing teaching in junior high school.The author finds that these problems involve five aspects.That is to say,micro writing failed to stimulate students' interest in writing,the lack of diversity in micro writing training forms,the single conservative micro writing correction method,the ineffective connection between micro writing and conventional writing,and the failure to explore the advantages of micro writing.The fourth part is mainly based on the above problems try to explore solutions,the author through the questionnaire analysis of the problems combined with the existing knowledge and the requirements of the curriculum reform,put forward the following solutions: first,strengthen the stimulation of students' interest in reading,in order to enhance "to write to promote reading".Secondly,we should stimulate the students' interest in micro writing teaching by setting up their interested micro writing proposition and carrying out various micro writing activities.Third,the combination of classroom micro writing teaching and extracurricular micro writing teaching can promote the diversification of micro writing teaching approaches;fourth,the combination of teacher's correction,student's correction and mutual evaluation can strengthen and improve the evaluation after the completion of micro writing.