Micro-composition has been upgraded, and micro-composition has entered the era of universal enjoyment. Micro-composition is a bridge for students' language accumulation, a grassland for expressing their true feelings, a training ground for improving their writing ability and a garden for regaining their writing confidence. Let's look at the skills of micro-writing.

What are the skills of micro-writing 1? First of all, express the meaning of the question directly, and don't elaborate the details.

Micro-writing takes precision as the means and directly expresses the meaning of the problem as the core. Without rendering or elaborating, write the central content directly around the theme as required. Generally speaking, micro-writing can only write about people or things in a specific time and space limited by material requirements, and can't go beyond this time and space, and can't play and associate freely without time and space restrictions. Due to the influence of China people's "spiral" thinking habits, it is always difficult for many students to meet such requirements. If they are not careful, the number of words in the composition will meet the requirements, but the central content has not been fully expressed. For example, in the essay "Please describe the scene of raising the national flag at school in about 200 words", you must directly describe the national flag, national anthem and people closely related to the scene around the center of the scene, and the sky and campus environment unrelated to the scene need not be described.

Second, the layout is exquisite and sublimated appropriately.

Although micro-writing is "small", layout is essential. The same events can be written from different angles, different ways and different time and space sequences, which requires the necessary layout planning of the article structure, such as symbolic metaphor, reverse order, reference, suspense coincidence and so on. In order to increase the subtle skills of layout and make it have a unique effect. Micro-writing should also emphasize "finishing touch", that is, "sublimation theme". The sublimation of the theme is to express the natural extension or improvement on the basis of the theme in concise language at the end. Writing skills are: according to events, write feelings; Write feelings through association; Eulogize praise, write sigh; Describe the experience and write down the influence. This will make the composition more attractive and appealing, and will leave a deeper impression on readers.

Teaching Strategies for Improving the Ability of "Micro-writing"

First, create a writing platform to enrich writing materials.

First of all, we should create a platform for students to express themselves. In a sense, learning to speak is the basis of writing. In normal teaching, teachers should give students the right to speak, let students talk more and guide students to answer questions in detail. For example, by conducting speech contests, reading contests, telling stories and other activities five minutes before class, students will be given more opportunities to show their eloquence, so that "composition begins with speaking". Secondly, enrich the teaching resources of micro-writing. Micro-composition writing involves more diverse styles, more flexible expressions and wider contents, which requires students to read more and more. High school students generally live on campus and rarely contact the society. Reading is the best way for them to understand society, feel life and feel life. At ordinary times, newspapers and periodicals such as Selected Miniature Novels, Selected Short Stories, Thinking and Wisdom, Prose Poems and Miscellaneous Newspapers can enter the classroom, so that reading can become the source of students' writing.

Second, strengthen methodological guidance and strengthen exchanges and mutual learning.

First of all, give methodological guidance to various writing styles. Micro-composition writing involves more diverse styles and more flexible expressions. At least the commonly used styles, such as narrative, discussion, explanation and practical writing, should be mastered. For example, the narrative style includes two kinds: describing people and narrating, and the narrative of writing people should master language description, character description, psychological description, environmental description and detail description; Narration should master scene description, lens description and so on. Secondly, the writing module is a step-by-step training. Teachers should plan students' writing for a long time, and students should be trained in various styles in high school for three years, and the training should be refined. For example, in the first half of senior high school, we should focus on training narrative modules and discussion modules; The second half of the semester focuses on training guidance module and application module. When training the narrative module, we will practice the description of characters, narratives and scenery respectively. Therefore, it is necessary to achieve results from refined training. Third, learn from each other and expand exchanges. Collective writing, interactive evaluation, students' classroom writing, collective writing, after-class writing, evaluation and appreciation. Breaking the traditional evaluation method, students can gain more knowledge and get familiar with each other in the process of chatting with each other. When they meet a topic of interest, they will talk endlessly and forget the time. Teachers will also understand students' daily thoughts and hobbies, and then they will flexibly apply their interests to teaching.

Third, integrate extended reading and writing exercises.

Real life is the source of exercises, and extracurricular reading is the seasoning of exercises. Reading and writing are combined to make writing more convincing. You can write a beautiful book in micro-composition, take notes, talk about feelings, draw pictures with words, draw pictures for the characters in the book, make role posters, and then share with each other and express your thoughts. Teachers should also try to be grounded when giving questions, guide students to observe daily life and discuss life phenomena, so that micro-writing can receive atmosphere and students can write articles with living temperature.

Although micro-composition is "micro", it can't be accomplished overnight, and it still needs to be trained step by step from "loose and open" to "theme-specific". The "loose and open" hundred-word training can cultivate students' enthusiasm and habit of writing and develop the writing idea of "I write my heart by hand". "Theme-specific style" is the designated type of Chinese-character training, which is intended to divide the various abilities needed for practice through different designated "categories" and consolidate them one by one in the stage time.

What are the skills of micro-writing? 2 What are the writing methods of micro-composition?

First, the "circle sense" type of "micro-writing"

"Circle perception" is the simplest "micro-writing", similar to modern people commenting on blogs. This critical "micro-writing" has a strong improvisation and is a flash of readers' thoughts. If we persist for a long time and accumulate over time, our thinking ability will be gradually improved, our thoughts will be gradually enriched and deepened, and readers and authors will be sensitive to things, the world and words, and the composition will have a steady stream of motivation. For example, when learning the classical Chinese "Bo Ya Jue Xian", you can have a deep understanding of Bo Ya and Zi Haiyang according to the original annotation. Some students commented there that "Boya Guqin aims at a high mountain, and Zhong Ziqi said,' Well, it is as lofty as Mount Tai ...'": "Zhong Ziqi is Yu Boya's confidant, so he knows his own temperament. I envy their hearts. "Just two sentences is actually a wonderful little argumentative essay; Another student commented, "Boya said that when he died as a child, there was no confidant in the world, but he broke his piano and never played drums." "Boya! I admire your deep friendship with Zhong Ziqi! However, as the ancients said, Mochow has no confidant in the future. Maybe you can find a bosom friend who is more familiar with the melody! It's a pity to break the piano like this. "Isn't such sincere words the true feelings of children?

Second, "Weibo published" style "micro-writing"

"Micro-writing" can also be used in reading long narrative articles, which not only helps to summarize the narrative elements, sort out the structure of the article and perceive the content of the article as a whole, but also helps to learn the writing methods of the article and cultivate the ability to briefly describe and summarize events. For example, founding ceremony is very long, but the scene is very clear, and it records the whole process of founding ceremony in detail. In order to let the students know the process of founding ceremony, and more importantly, learn the scene description, the teacher asked the students to write the ceremony Weibo: "If you are a reporter, please use Weibo to tell those who can't see the ceremony outside." The teacher also gave an example: "From six o'clock in the morning, teams from all directions entered the stadium. Some people hold red flags, some people hold red lights, and some ... after entering the venue, they are arranged according to the predetermined position. Among the workers ... the peasants in the suburbs are ... the old man is dragging his children with his daughter ... By noon, Tiananmen Square has become a sea of people. " Then, the scene words written by students in Weibo are given in turn: "Announcing the ceremony … raising the national flag … reading the announcement of the Central People's Government … marching … mass marching ……" The writing with strong description of the scene not only allows students to enter the text firmly, but also clarifies the process of founding ceremony, avoiding the boring paragraph division and analysis, so that students can truly experience how to describe a scene completely and vividly, thus giving inferences by analogy.

Third, micro-writing in the form of "imitation"

Mr. Ye Shengtao said: "Chinese textbooks are nothing more than examples. With this example, students should be able to draw inferences and develop their reading and writing skills. " For example, after learning the text "Four Seasons", the teacher saw the students' strong interest, so he arranged a small assignment-children's poetry creation "Four Seasons", so that students can create according to their own abilities: there can be only one sentence, such as "The peach blossom is red, and it says to the bird,' I am spring'." It can be a paragraph, two paragraphs, or a whole poem: "The swallow whispers, and it says to the willow,' I am spring.' The lotus is fragrant. It says to the dragonfly, "I am summer." Persimmons are red, and lanterns say' I am autumn'. The north wind whistled and said proudly, "I am winter." "A child to create such a good poem, we still have to worry that she doesn't like writing?

Fourth, "expanding and extending" type "micro-writing"

After the course of literature, expanding and extending "micro-writing" will help students improve their thinking after learning. For example, after learning the couplets in Seven Gardens, the teacher asked the students to make the next couplet after class. After the students understood the structure and antithesis of the first couplet, they really made a series of surprising next couplets. The first couplet given by the teacher is "plum, peach, plum, apricot and plum take the lead", and some students make the second couplet "spring, summer, autumn, winter and spring come first". The teacher also presented the first couplet "Bai Mei in the snow, Bai Meimei in the snow", and the students presented the second couplet "Willow in the wind, the wind follows Liu Suifeng", "Castle Peak in the rain, rain embellishes Castle Peak" and "Butterfly among flowers, flowers love butterflies, butterflies love flowers".

Five, "imagination" type "micro-writing"

Some words in textbooks are often left blank in some places, giving people endless space for reverie and perception. We can root our thinking in the text and imagine outside the book. For example, the second and fourth parts of the text "Cher" have ellipsis at the end. Read through the text, imagine, and then describe what "I" and Cher saw, what they were thinking, and how Cher flew ... Let the children understand Cher's longing for freedom after being injured and her happy mood after being free. Simple description, but let children produce * * * sound, feel the magical charm of language.

Sixth, the "micro-writing" style of "criticism and understanding"

Life is full of Chinese, and "every sentence comes from the heart". The so-called "seeing the micro-knowledge", some nuances in the text, if you can explore and feel with your heart, can also show "charm." In this way, we can "bridge the road" through language training and experience personality charm from the details. For example, in the article Little Fighter of AIDS, the sentence "Although nkosi thinks his life may end at any time, he is still looking forward to the future" is very valuable. Choose the part you are most interested in from the article and write down a batch. In the comprehension, we can truly feel the great positive energy of nkosi, a "little fighter of AIDS", and his mind has also been infected, so that literature and Taoism can be naturally unified at this moment.

Seeing the micro-knowledge becomes the norm and keeps pace with the times. "Micro-composition" is a bridge for students' language accumulation, a grassland for expressing their true feelings, a training ground for improving their writing ability and a garden for regaining their writing confidence. Micro-composition can be called "light cavalry" in exercises. Through long-term practice, students' language accumulation, understanding and application ability can be effectively improved. Effective "micro-composition" will make students fall in love with composition and lay the foundation for achieving "big composition".

What are the skills of micro-writing? 30-minute micro-writing crash

First, take a light breath to absorb positive energy. Only when you have positive energy will it be beneficial to his energy release. The method is to prepare a cup of warm water and drink a few mouthfuls. Then keep a stable posture, relax and sit still, close your eyes, relax your shoulders, and let your eyes and corners of your mouth tilt upward. Take a deep breath, vomit slowly, feel the air flow in the nasal cavity, feel the countless light spots inhaled from the outside, and feel the body brightening, warm and calm. After one minute, open your eyes.

Then enter encouraging keywords. Pick up a positive book around you that can encourage you, turn page by page in one minute, and keep your eyes only on the page number. From the scanning of the book, find 3~7 words of encouragement and write them on post-it notes, so you can stop turning pages. Don't worry about whether the book has been turned over or not, and don't worry that these words are only seen in the first half of the book.

Finally, altruistic output. Draw a simple smiling face, a circle, two eyes and a mouth on the post-it note. Imagine for a minute that the object you want to encourage can be relatives, friends, colleagues, smiling faces and words expressing gratitude to you, and really accept it. Then combine 3~7 words on the post-it notes to create an article that can encourage each other and publish it.

Ten minutes, full of positive energy input and output, because altruism, your personal brand will be full of energy, and your personal influence will have the opportunity to change the ecosystem of the whole field. Spend ten minutes every day cheering for the world!