Research On Teaching Stratrgies Of Task-Driven Writing In Junior High School

The composition of the 2015 national college entrance examination papers is based on the "task-driven writing" proposition.This type of composition widely appears in the propositions of college entrance examinations and middle school entrance examinations and classroom teaching.The emergence of task-driven writing has better solved the problems of applying mechanically,but the teaching mode for it is still in the past.Many front-line teachers cannot clearly distinguish task-driven writing from material composition,and the content of teaching materials is still the three major stylistic trainings,which have led to teaching difficulties.This thesis is based on the concept of the new curriculum standard.On the basis of conceptual analysis and characteristics analysis of task-driven writing,it uses interview methods and classroom observation methods to study the problems of task-driven writing teaching in junior high school.Authenticity is difficult to guarantee,readers' consciousness training is insufficient,the type of expression is relatively single,and process guidance is absent.At the same time,the main causes of these problems are also analyzed: the traditional writing concepts are deeply entrenched,the writing textbook content is mainly based on three major stylistic training,and the middle school writing test is based on narrative as the main style.Based on these existing problems and cause analysis,the author tries to find effective writing teaching strategies.This thesis summarizes previous studies and combines new curriculum standards with teaching practice.It seeks feasible teaching strategies for many front-line teachers to find accurate footholds for abstract theories: situational task creation,typical task design,task analysis,and task transformation.Specific strategies include: clarify the type of situation,and create situational tasks by category.It includes the development of writing tasks in personal experience situations,social life situations,and subject cognitive situations.Benchmark subject literacy and design typical tasks.The writing tasks with different orientations are designed through the typical functions,typical contents,typical results,and typical forms.Clever use of mind maps to teach task analysis strategies.Specifically,it includes two analysis strategies to analyze task elements with the help of mind maps and focus on keywords to grasp task characteristics.There is also a task-driven transformation based on the content of textbooks,thatis,to create contextual tasks through the content of textbook writing units and texts.