Research On Micro Writing Teaching In Senior High School Chinese Textbooks

The foundation of the nation lies in education,the mission of education is to“cultivate well-rounded people”,“expression and communication” is the key ability that all-round citizens must have to live and meet the vision of society,while the teaching of writing to cultivate expression and communication skills has always been a pain point,difficulty and weakness in language teaching.Based on the good long-cherished wish of “problem solving”,implement the idea of “linking theory with practice”,take root in the research of micro-writing in Chinese textbooks,and make micro-writing a sample for explaining the teaching philosophy of writing and cultivating morality,so as to improve writing literacy and realize knowledge innovation while immersing in preaching feelings,teaching heritage and confusion solving ability.The “micro-writing” micro-writing,rich situations and ingenious activity design in Chinese textbooks are the link between communication teaching and research,build a bridge between the theory and practice of writing teaching,and solve the dilemma of “nothing to write,can’t write,and don’t want to write” in writing teaching.Based on this,this paper takes the teaching of micro-writing in the unified compilation of high school Chinese textbooks as the research object,based on the requirements of the writing part of the language curriculum standards,relying on academic inquiry and practical investigation,through the sorting out and analyzing the content of micro-writing tasks in the unified compilation of high school Chinese textbooks and the investigation of the current situation of micro-writing teaching,this paper attempts to explore the micro-writing teaching strategies in the unified compilation of high school Chinese textbooks,and makes suggestions for optimizing the teaching of high school Chinese micro-writing.This paper takes the unified edition of five high school Chinese textbooks as the research sample,takes the micro-writing task and its teaching in the textbooks as the research object,takes the content analysis and investigation as the main method,and carries out the research according to the path of “micro-writing task sorting-current situation investigation-practical suggestions”.This paper includes four chapters: introduction and text.The introductory section focuses on providing context for the selected topic,outlining the significance of the research,describing the current state of research,identifying research objectives and content,explaining the research approach and methods,and highlighting the problems to be addressed and innovations to be introduced.Chapter 1: Overview and theoretical basis of micro-writing teaching.It mainly explains the historical origin,connotation characteristics and advantages of micro-writing teaching,and explains the theoretical basis of micro-writing teaching.Chapter 2: Research on micro-writing tasks in the unified compilation of high school Chinese textbooks.It focuses on combing and integrating the micro-writing tasks arranged in the unified compilation of senior high school Chinese textbooks,and summarizes its arrangement characteristics and content characteristics.Based on the relevant theoretical basis,first sort out the unit micro-writing tasks in the unified textbook,and then screen,count and compile the micro-writing tasks in the five textbooks in strict accordance with the concept and characteristics of micro-writing,and classify them into data tables;Thirdly,it analyzes the theme layout,content composition,task driving,and content characteristics of micro writing tasks in textbooks,which provides content support for the investigation of the current situation of micro-writing teaching in the unified compilation of high school Chinese textbooks in Chapter 3.Chapter III: Investigation and research on the current situation of micro-writing teaching in the unified compilation of high school Chinese textbooks.Based on the organization and presentation characteristics of micro-writing content in textbooks,a questionnaire survey was carried out,and the actual class examples and micro-writing commentaries were analyzed in the front-line classroom,the stories behind the teaching were told,the actual situation of teaching and learning of micro-writing in high school Chinese was displayed,the problems were found and the reasons were analyzed.Chapter IV: Discussion on micro-writing teaching strategies in the unified compilation of high school Chinese textbooks.In view of the current dilemma of Chinese micro-writing teaching in senior high school under the background of unified compilation,we should make suggestions and suggestions on micro-writing teaching according to the principles of pre-writing,mid-writing and post-writing,Through“before micro-writing(Accurate research and judgment of learning situation and optimization strategies for mining teaching materials)-in micro-writing(the improvement strategy of overcoming the ambiguity of objectives and the disorder of training;the strengthening strategy of resolving the lack of support and the lack of knowledge transfer)-after micro-writing(the improvement strategy of reversing the generalization of evaluation and correction and linking up the situation of long articles)” Three circular rather than linear dimensional strategies support the optimization of micro-writing teaching in the unified compilation of high school Chinese textbooks.In order to achieve the teaching design and strategy discussion that can be considered and applied to the actual micro-writing teaching,and contribute to the effectiveness of micro-writing teaching in the unified compilation of high school Chinese textbooks.The conclusion part briefly reviews the research,summarizes the deficiencies found in the research,and reflects and prospects the research.