Research On Topic-determining Of Task-driven Compositions

Since the concept of task-driven composition was born in 2015,it has been selected by the national college entrance examination volume for three consecutive years to inspect students.However,many high school teachers are faced with the task-driven essay but they are at a total loss;students are also afraid of such essays.In response to this situation,the author conducted a teaching experiment of task-driven composition examination and proficiency improvement in Puaoban,a provincial model high school in Hubei province,in the hope of finding practical teaching methods.This article is a summary of the author's teaching practice.It is structured in chronological order and logically proceeds from the investigation and analysis results to the search for solutions.The content is presented in the form of individual cases.In the previous period,through the arrangement and analysis of books,papers,and other materials,as well as the investigation of teachers' teaching and students" learning,the status quo of task-driven composition teaching has been revealed.Then use this as a basis to conduct teaching experiments and find some more original solutions.This article mainly consists of four parts.The first part,introduction.First of all,it briefly explains the reasons for the author's choice of the topic;then it outlines the research significance of the task-driven composition concept-examination;then it presents the research status quo of the domestic task-driven composition concept-examination.The second part investigates the status quo of task-driven composition concept-examination.In the form of a questionnaire survey,the author conducted a sample survey of the teacher-teaching situation and students learning situation of the task-driven composition concept-examination,demonstrated the survey data,compared the survey results,and obtained an analysis of the status quo of task-driven composition composition concept-examination.In the third part,ability improvement experiment of the task-driven composition concept-examination.The first stage of the experiment is the formation period of the knowledge system.Through the explanation and targeted training,the students have formed a task-driven composition knowledge system within two months.The second stage is students exposure period.Through two months of intensive training,students can fully expose the shortcomings in the concept-examination,summarizing students'shortcomings and problems in the three types of task-driven essay training,so as to provide students with more targeted guidance.The third stage is to consider the issue of breakthrough period.At this time,students have accumulated rich perceptual knowledge and rational knowledge in the first two stages of study and practice.Therefore,there has been more significant progress in the conception of this type of composition,and difficulties have been overcome.The fourth stage is the display period of teaching achievement.This stage mainly reflects the results of the teaching by showing the students' excellent compositions in the final examinations and the data tracking analysis of the average score of the class composition.The fourth part is the suggestion of task-driven composition concept-examinationteaching.That is,five combinations:the combination of theoretical knowledge and composition training,the combination of teacher evaluation and student evaluation,the combination of in-class learning and after-class communication,the combination of current events and traditional culture,the combination of in-class learning and extracurricular reading.