Research On Micro-writing Teaching Of Junior High School Chinese Based On The Combination Of Reading And Writing

With the continuous advancement of the new curriculum reform and the reform of the college entrance examination,the writing form of micro writing has returned to the vision of Chinese teaching in primary and secondary schools.Compared with the traditional large composition writing,micro writing is short in length,concentrated in content,and returns to students’ daily life.It is more popular with students,and its teaching value has been recognized by teachers and education experts in practice.However,due to the influence of teachers’ own cognition,test proposition and other factors,there are big problems with reality.Some classroom teaching is a mere formality and does not give full play to the value of micro writing in improving students’ writing ability.Therefore,based on the analysis of the existing problems and causes of micro writing,this study puts forward the basic idea of applying the concept and method of combining reading and writing to the Chinese micro-writing training in junior middle school,and according to the different writing qualities of micro-writing training,they are divided into four categories: content integration,emotional experience,reference and imitation and creation and play according to the training of students’ different writing qualities,At the same time,for different task types of micro writing,combined with the current unified edition of junior middle school Chinese textbooks,this paper puts forward more specific and operable teaching strategies.The main body of this paper consists of five parts.The introduction explains and explains the origin,current situation,significance,methods and core concepts of this study;The second part starts from the origin of micro writing,distinguishes Chinese micro writing from other similar concepts,and expounds the theoretical basis and teaching value of Chinese microwriting teaching in junior middle school;The third part elaborates on the current problems and causes of micro-writing teaching;The fourth part starts from the relationship between reading and writing,textbooks and curriculum standards,combines theory with practice,and expounds rationlity and significance;The fifth part mainly starts from the classroom implementation of junior high school micro-writing,divides micro writing into different task types,and puts forward more specific implementation strategies for each kind of micro writing task.The conclusion summarizes the full text,expounds the shortcomings and puts forward the research prospect.