Action Research Of Micro-writing To Chinese Writing Teaching In Junior Middle School

In the context of deepening the reform of the new curriculum,the Compulsory Education Chinese Curriculum Standard(2011 edition)puts forward new requirements for students’ writing ability.At present,the traditional teaching method for Chinese writing is relatively single,with inefficiency in teaching and lack of innovation in both content and form.The extensive application of the new media has enriched the Micro-writing with a broad space for development.In 2014,new writing has been added in the Beijing college entrance examination,marking its official involvement in Chinese teaching.Micro-writing is short and diverse in form,with characteristics of miniaturization,convenience and subjectivity,because of which,it can act as a useful supplement to traditional writing teaching methods.Besides,the application of Micro-writing in Chinese writing teaching of junior middle school helps improve the efficiency of traditional writing teaching,further serving to identify the new growth point for Chinese writing teaching of junior middle school.This paper adopts action research method,takes two parallel classes of grade two in Z school as the research object,conducts two rounds of action research,and demonstrates the method,process and effect of Micro-writing in Chinese writing teaching of junior middle school.The first round serves as the pre-exploration stage by conducting themed teaching with application of Micro-writing and focusing on specific links in Chinese writing teaching of junior middle school.After the stage,it is found that the flexibility of micro writing has not yet been fully realized,and the autonomy of students is not enough.The second round of action research is the stage for improvement and upgrading.It explores the application process of different styles of Micro-writing in Chinese writing teaching of junior middle school,and makes improvement in terms of increasing Micro-writing opportunities,enriching Micro-writing contents,strengthening the consistency with large writing,and evaluating the use of network platforms,what’s more,it makes reflections on the problems newly identified.As for the shortcomings in traditional writing process,teachers have targeted Micro-writing training for students,so as to reduce students’ cognitive load and enhance their expressive ability in different contexts.For the specific difficult points in writing teaching,teachers should design clear Micro-writing with emphasis and clear objectives,and make improvement in writing teaching as a whole by carrying out Micro-writing training as a part,thus achieving the linkage between Micro-writing and large writing.In the two rounds of action research,the application process of Micro-writing in Chinese writing teaching of junior middle school is optimized from the three steps:before,during and after class.After two rounds of action research,we can find that students’ writing habits are gradually formed,communication awareness is constantly enhanced,interest in writing is significantly improved,and overall writing level has been improved.Based on the research above,the paper puts forward the teaching suggestions that can be used for reference by teachers: first,analyzing the writing situation and determining the detailed teaching objectives;second,designing a complete writing task according to the teaching objectives;third,choosing teaching structure and providing effective process guidance;fourth,providing evaluation elements and carrying out diversified evaluation exchanges.