Research On The Design Of Junior High School Chinese Micro-Writing Tasks

The development of the Internet age has made micro-writing where individuals write themselves freely all the rage.As an important means to exercise and test students’ writing ability in the practice of language teaching,micro-writing has gradually become an inseparable part of writing teaching.In 2014,after the addition of micro-writing questions to the Chinese test questions of the Beijing college entrance examination,many prefectures and cities included micro-writing as a question type into the middle and high school entrance examination questions,and every year the micro-writing questions have received social attention and extensive and in-depth discussion.However,compared with the importance of micro-writing in writing teaching,the attention to micro-writing tasks is not deep enough.In the teaching of writing in primary and secondary schools,the advantages and disadvantages of micro-writing tasks greatly affect the quality of micro-writing process,but the design of micro-writing tasks has not been fully developed.Based on this,this study collects a wealth of micro-writing task cases from junior high school Chinese textbooks,junior high school language classrooms,and 2022 National Middle School Entrance Examination Chinese real questions,so as to clarify the current status of junior high school Chinese micro-writing task design,so as to further explore the principles and strategies of micro-writing task design.In the process of reviewing the research related to micro-writing,it is found that the design of micro-writing tasks needs further systematic research.Clarify the research methods based on case analysis,action research,and field research.The first chapter defines the concepts of micro-writing,micro-writing task and micro-writing task design,and explains the theory of micro-writing task design.In the definition of the concept,it is clear that micro-writing is defined as: a form of writing that is short,goal-focused,diverse in genre,and complete in context.The specific topic of guiding students to complete micro-writing is the micro-writing task,including a series of background information and specific writing requirements for students to complete micro-writing.Micro-writing task design refers to a series of learning task design activities such as determining writing teaching objectives,clarifying task themes,creating task situations,and optimizing and improving tasks.In terms of theoretical interpretation,the theoretical basis of this research is explained,including the theory of communicative context writing and the theory of constructivism.Chapter 2 analyzes the design status of junior high school Chinese micro-writing tasks with the help of rich cases of junior high school Chinese micro-writing tasks.These cases are mainly from textbooks,classrooms and local middle school exam questions.Through the analysis of the case study of micro-writing tasks,this study gradually grasps the current situation of micro-writing tasks in junior high school.Junior high school Chinese micro-writing tasks have three characteristics: rich types,concentrated goals and complete situations,but also have the shortcomings of easy alienation into knowledge questions and answers,lack of theoretical support and detachment from academic conditions.Chapter 3 classifies junior high school Chinese micro-writing tasks and puts forward the design principles of junior high school Chinese micro-writing tasks.Starting from the role of micro-writing tasks,the junior high school Chinese micro-writing tasks are divided into three categories: writing skills training,reading comprehension deepening,and practical communication training.The principles of situationality,focus and relevance of micro-writing task design come from the summary and analysis of micro-writing task cases,and the clarification of design principles provides a standard for the design of micro-writing tasks in junior high school.Chapter 4 proposes three strategies for the design of junior high school Chinese micro-writing tasks.First,it emphasizes the "micro" characteristics of micro-writing in the design process,and skillfully uses the teaching scaffold to make the micro-writing task focus on the core of teaching goals.Second,use rich teaching resources to construct a complete writing situation.Third,pay full attention to students’ main position in the teaching process,guide students to participate in the process of designing micro-writing tasks,and dynamically adjust tasks according to students’ feedback.Chapter 5 is the case design and reflection of junior high school Chinese micro-writing tasks.Three different types of micro-writing tasks were designed according to the requirements of the new curriculum standard,in line with the actual teaching of junior high school Chinese and the academic situation of junior high school students,and in response to practical concerns.The concluding part reviews the research process of junior high school Chinese micro-writing task design,summarizes the existing research results,and reflects on the shortcomings in this research,in order to promote the development of junior high school Chinese micro-writing task design,and promote the micro-writing task that can promote the development of junior high school students’ core literacy in Chinese subjects to practice.