Research On Teaching Method Of Task-driven Material Composition

After the 2015 college entrance examination,Teacher Kai Zhang of the Ministry of Education Examination Center talked about the topic of composition in the Chinese National Paper ? in a publicly published article,and mentioned the concept of “task-driven material composition” for the first time.Many front-line teachers and experts have also begun to pay attention to this type of composition,which has become a hot issue in recent years.This new form of composition propositions avoids the appearance of plagiarism and set composition due to its unique timeliness,pertinence and evaluation.However,in teaching practice,due to unfamiliarity with concepts and lack of relevant knowledge,many teachers and students have insufficient knowledge of task-driven material composition,and the teaching effect is not significant.The research idea of this article is to find out the problems existing in teachers and students through a questionnaire survey on the task-driven material composition teaching status of a high school and the analysis of student composition,and classify such composition into three categories for case enumeration and analysis respectively.Finally Aiming at the practical problems existing in the teaching at this stage,teaching methods are proposed to solve the students' writing problems.This is in line with the requirements of the 2017 version of the general high school curriculum standards,and it also has a positive effect on teaching and writing.The first chapter analyzes the data in the questionnaire,and summarizes the current problems of task-driven material composition teaching in terms of teaching concepts,teaching content,teaching methods and so on.Immediately afterwards,the collected student essays were categorized,and the problems in student writing were summarized from five aspects: task awareness and consciousness of times.Finally,a brief analysis of the task-driven material composition topic is found to be somewhat contradictory.The second chapter divides the task-driven material composition into trade-offs and choices,opinions and evaluations,and answering questions,and lists actual teaching cases.Through the analysis of teaching cases,the main teaching points of different composition types and the acceptance of students are obtained.Finally,it should be noted that students should pay attention to the subjectivity of students and the effectiveness of teaching.The third chapter provides suggestions on the teaching methods of task-driven material composition from four aspects: the core literacy of the Chinese language discipline,the difficulties and difficulties of teaching,multiple teaching methods,and the student's dominant position.The conclusion part summarizes the content of the whole article,and looks forward to the further improvement and development of task-driven material composition teaching.