Research On Micro-writing Teaching Injunior High School From The Perspective Of Communicative Context

In Chinese composition teaching,there are many problems,such as seeking more and more teaching content,inaccurate teaching content and objectives,based on teachers’ personal experience and so on.In this case,students’ cognitive load is overloaded and they have a conflicting attitude towards writing.Teachers often put forward writing goals,but do not pay attention to achieving the goal of the methodological summary,it is difficult to solve practical difficulties in students’ writing.Therefore,we need a mini-teaching of writing based on the students’ learning situation and targeted teaching to make up for students’ practical writing difficulties.In addition,in the whole teaching process,it activates the potential writing resources,uses classroom feedback to explore the learning situation,selects the scientific evaluation factors according to the teaching objectives,and uses various evaluation methods to cultivate communicative competence.In addition to the end and introduction,this paper is divided into four chapters,the main contents are:First,the introduction puts forward the current problems of language writing,analyzes the current situation and problems of micro-writing teaching,and analyzes the practice of communicative context writing theory.Then,the author defines the concepts of contextual writing and micro-writing by combining practice and relevant literature.Finally,the author summarizes the research on communicative contextual writing and micro-writing teaching and discusses the necessity and significance of their integration.The first chapter investigates the teachers’ understanding of micro-writing and its teaching in junior high school,and the students’ interest in micro-writing and the quality of writing.Based on the survey results,the paper summarizes the effectiveness and problems of micro-writing teaching,and then analyzes the causes of the problems.The second chapter,based on the current situation of micro-writing teaching in the previous chapter,combines the practical needs of micro-writing teaching with the advantages of communicative context theory.The third chapter,focuses on the strategies of micro-writing teaching which can effectively integrate the advantages of communicative context and have practical significance.He has introduced the famous teacher class example which manifests the related strategy essence,carries on the analysis.To sum up,insufficient reflection,then,think about how to solve the problem.