Current Situation Analysis And Countermeasures Research Of High School Task-Driven Material Composition

Writing has always been the top priority in the study of Chinese subject.From the perspective of the propositional propositions of the college entrance examination in recent years,the task-driven material composition has gradually become the mainstream of the propositional form of the college entrance examination.Because of its limitations in task instructions,it is more difficult than traditional material essays,and requires higher requirements for teachers and students.The "Chinese Curriculum Standards for Senior High Schools(2017 Edition)" clearly stated in the writing aspect that it should focus on the students’ thinking ability and language expression ability,and the task-driven material composition should come into being.Therefore,we must pay attention to the task-driven material composition writing teaching.This paper takes the task-driven material composition of Yellowstone second high school in southeastern Hubei province as the object,analyzes its current situation,explores its causes,and proposes corresponding countermeasures to realize the effective guidance of teachers on student writing.This thesis takes the mission-driven material composition of Yellowstone second high school in Southeast Hubei province as the research object,and discusses it from the following parts:The first part is the introduction,including the reasons for choosing the topic,the research status,research ideas,methods and the working conditions that the author already has.The second part is to study the definition and theoretical basis of high school task-driven materials.The author mainly starts from the requirements and recommendations of the "Chinese Curriculum Standards for Senior High Schools(2017 Edition)" and the guidelines and policies formulated by the Ministry of Education for high school task-driven materials.Fully understand the latest test trends,follow the educational function of the college entrance examination composition and other theoretical basis,and use this as the research direction of your own subject.The third part is the investigation of the status and problem analysis of task-driven material writing in Yellowstone second high school in southeastern Hubei province.It mainly includes the research results of the school’s writing on task-driven materials and the analysis of the status and the reasons for the problems;Teacher’s research on the task writing style of task-driven materials,the formulation of the program,the choice of teaching methods,the number of writing training and the evaluation methods adopted,the analysis of the current situation and the reasons for the problems;Students’ attention to task-driven material composition,training times,training results and material accumulation are analyzed;In this regard,the author alsoproposed three suggestions for task-driven materials for schools,teachers and students.The fourth part is based on the analysis of the current situation and problems of task-driven material composition writing in Yellowstone second high school,and the countermeasure research was proposes targeted by the author.It mainly includes the countermeasure research in the examination stage,the countermeasure research in the creative stage and the countermeasure research in the structural layout stage.At the examination stage,it is necessary to strengthen the examination training,clarify the writing requirements,create a language situation,and stimulate the desire to write.In the stage of intention,we should pay attention to the training of thinking,and focus on the focus of materials;the perspective of diversification is different,and the dimensions are dimensional;the stage of structural layout should pay attention to the overall structure,and analyze the case.