Research On The Practice Of Micro-writing Teaching In This Textbook

In September 2019,the unified Chinese textbooks for elementary and middle schools were used uniformly throughout the country.Compared with the text books used before,the writing of the edited text has changed a lot,with new requirements and new teaching concepts.Emphasis on writing method strategies and writing practice has promoted the reform of traditional composition teaching to a certain extent.However,there are also some deficiencies in the writing tea ching of the unified edition of "Chinese"(2016 edition),such as: the lack of targeted teaching goals,the lack of specific teaching content,the extension of writing knowledge,the lack of students’ interest in writing,and the lack of materials Accumulation etc.In order to solve the above problems,in recent years,there has been a miniature writing course construction that cuts into writing from a micro perspective,focuses on students’ academic conditions,and emphasizes on solving students’ specific writing difficulties.However,as a new thing,micro-writing teaching is relatively unfamiliar to some teachers.At the present stage,most of the research on micro-writing teaching in academia stays at the level of curriculum theory,and the lack of applying the theoretical system to the composition teaching of this textbook Practical exploration and research,so research on the implementation level of junior middle school Chinese micro-writing teaching has strong practical guidance significance.This paper uses the literature method and questionnaire survey to investiga te the current situation of the seventh grade narrative writing teaching,and finds that the following problems exist in the seventh grade narrative writing teaching: the students’ writing is not long,and the students lack interest in writing;Students lack the accumulation of writing materials;lack of detailed,vivid and detailed description;lack of targeted guidance in writing teaching.Through interviews and observations,it was found that it was mainly due to the stress of teachers’ teaching tasks and the single teaching method;teachers’ lack of awareness ofthe integration of teaching materials,insufficient guidance in the accumulation of materials and writing methods;one-sided understanding of students and teac hers’ lack of advanced theoretical knowledge,etc.Caused by,Based on this,the author attempts to use the concept of micro-writing teaching to construct and implement the micro-writing teaching and practice plan for the seventh grade un ified textbook,and the final research results show that the micro-writing teaching model can be effective in the narrative teaching of the seventh grade unified text "Chinese" Strengthen the accumulation and application of students’ materials,and to a certain extent,improve students’ writing level,solve the problems that students accumulate writing materials before writing,the details are not vivid in the writing process,and the narrative is not long.Finally,this article puts forward a clear composition teaching goal combined with the teaching practice results;refine the unit composition teaching theme,introduce big data analysis,and refine the text writing micro-points and other countermeasures in order to accumulate some practical experience,hoping to enrich the junior middle school Chinese micro writing teaching The relevant research results will provide a boost for the reform of writing teaching in junior middle school Chinese.