The Influence Of Unit-topic-based Micro-writing On Student’s English Writing In Senior High School

Among the six teaching elements put forward by the English Curriculum Standards for General High school(2017 Edition,Revised in 2020),thematic context comes first.Themes provide context for language learners;provide the basis of meaning construction;and provide frameworks for students to express their ideas.The exploration of thematic meaning is not only an important content of students’ learning,but also an important premise for students’ written expression,which lays a solid foundation for them to clearly express their views and convey their emotions in writing.Good English writing not only requires students to have the accumulation of language knowledge,but also requires them to have strong comprehensive language ability.Looking at the current situation of English writing teaching,some teachers fail to make full use of the topic materials in the teaching materials when arranging their compositions.They select writing topics have no connection with unit topics,resulting in a serious disconnection between writing guidance and unit topic teaching.This kind of writing teaching mode is single and writing materials are separated from the main line of teaching books.Teachers can not organically combine topic materials to promote English writing teaching in a short time.If things go on like this,students may lack of writing vocabulary,writing sentences are simple and writing content is monotonous.They are difficult to use knowledge appropriately and they are not able to improve comprehensive ability.Micro-writing teaching is a kind of writing that establishes learning objectives based on the learning situation of writing and takes small specific but in-depth writing skills as the teaching content.Based on the existing writing problems of students and new requirements of college entrance examination,this paper puts forward the unit-topic-based micro-writing teaching.Unit-topic-based micro-writing teaching is characterized by more miniaturization and accuracy,and fully combines the unit topics teaching materials as the main line,and decompose the comprehensive writing skills into small writing skills.This kind of writing has a clear theme,and strong operability,under teachers’ active guidance and students’ efficient practice,so as to improve students’ English writing ability and promote teachers’ teaching efficiency.Based on this,the following two research questions are resolved in the paper.1.What is the current situation of applying unit-topic-based micro-writing in English writing teaching in senior high school?2.What are the effects of unit-topic-based micro-writing on senior high school students’ English writing ?This study takes 12 English teachers and 55 students in grade two of Tianshui No.1Middle school as research subjects,firstly,in order to know about the current situation of the implementation of unit-topic-based micro-writing teaching and teachers’ understanding of unit-topic-based micro-writing,secondly,in order to explore what effects of unit-topic-based micro-writing teaching on students’ writing,the study selects students from a class of grade two in senior high school to carry out unit-topic-based micro-writing teaching for 14 weeks.This study adopts a combination of quantitative and qualitative research methods,it includes interviews with teachers and students before teaching practice,questionnaires and interviews with students after teaching practice.Through comparison and analysis of the changes of relevant data before and after teaching practice.The results showed that English teachers have a good understanding of unit-topic-based micro-writing and have a high sense of identity.Most teachers maintain a positive attitude towards the implementation of unit-topic-based micro-writing,which lays a foundation for the smooth implementation of unit-topic-based micro-writing teaching practice.By formulating teaching objectives of unit-topic-based micro-writing in a planned way,planning the teaching contents of micro-writing and strengthening the training of micro-writing,students can complete the writing tasks in time and finish tasks effectively as teachers’ required.Unit-topic-based micro-writing has a positive impact on students’ writing attitude.After teaching practice,students’ attitude towards English writing has changed greatly,and students’ writing interest and self-confidence have also improved greatly;unit-topic-based micro-writing also has a positive impact on students’ writing related aspects.This writing teaching increases students’ vocabulary,improves the accuracy of writing syntax and discourse coherence,enriches students’ writing content and improves students’ writing level.