Research On The Teaching Of Micro-writing With Essays In Junior Middle School Chinese

Ideal writing highly integrates the language of wisdom and the spirit of life,can reflect the beauty of Chinese,and can promote the better growth of students’ minds.But when students’ writing ability is not what they want and lack of expectations,what our writing class can do — refine the writing content,simplify the teaching ideas,optimize the teaching design,guide students in writing from the micro level,and stimulate students’ internal writing motivation from the details.Essay micro-writing is based on the concept of combining reading and writing.It refers to the small writing training that teachers refine small writing training points under the premise of intensive reading of the text,and guide students to carry out small writing training.This kind of micro-writing training is different from the serialized,systematic,and comprehensive teaching mode of large composition,but is based on specific textbooks and presents a scattered and micro-teaching state.It can not only deepen students’ understanding of the content and form of the text,but also realize the natural migration of reading skills to the application of writing,so that students have the source of writing,and in the accumulation of time,they can effectively improve their writing ability.However,the author’s preliminary investigation found that in the actual junior high school Chinese teaching,there are problems such as low student interest and low training effectiveness.Based on this,the author takes the teaching of Chinese essay micro-writing in junior high school as the research object,and mainly discusses the following parts: The first part is to clarify the concept of essay micro-writing,the theoretical basis and the teaching value implemented in the junior high school stage.The second part is through questionnaires,interviews,classroom observations and other methods to make an in-depth study of the current situation of the teaching of essay micro-writing,and summarize the problems of one-way teaching thinking,insufficient teaching guidance,and single teaching evaluation of essay micro-writing.On this basis,the third part proposes an optimization strategy for the micro-writing teaching of accompanying texts.This strategy is elaborated from four aspects: "what to write","how to write","how to comment" and "habit development".The key points are as follows: First,the selection of training points for micro-writing along with the text is proposed from the perspective of characters,words,sentences,paragraphs,and articles;the second is to strengthen the guidance of teachers by creating situations,building scaffolds,and organizing activities;third,attaching importance to evaluation methods The humanization of essays and the diversification of evaluation content;fourthly,suggestions are made for the cultivation of students’ habit of writing micro-writing from several aspects,such as based on life,thorough reading and writing,and collation of study works.After all,the theory must be tested in practice.In the fourth part,the author discusses the complete and embedded micro-writing teaching modes,and conducts teaching design and teaching attempts.Finally,it reflects and rethinks the teaching attempt and the overall essay micro-writing teaching.The micro-writing with the text is not only an understanding of the basic concepts of Chinese language and literature,but also an awakening of students’ consciousness of life.Because essay micro-writing integrates reading and writing,it highlights the characteristics of Chinese subjects that combine reading and writing,teaching and learning.At the same time,Micro-writing with test is committed to protecting students’ personalities,stimulating students’ innovative thinking,and ultimately achieving twoway improvement of language ability and spiritual thinking.