Research On The Teaching Strategy Of Task Driven Material Composition In College Entrance Examination

In 2015,a new material composition,which is different from the test question types.It is named Task Driven Material Composition,which appeared in the college entrance examination?,?.After that,the number of such compositions is increasing.It might prove to be the mainstream trend of College Entrance Examination Composition.Scholars and the front-line teachers in education have joined the teaching and research process.They are looking for the way to get valuable teaching measures.Through questionnaire,interview and student sample analysis,this paper studies and analyzes the problems existing in the Task-Driven Material Composition teaching of teachers and students in senior high schools.In view of the above problems,this paper draws lessons from the theory of communicative context writing,puts forward targeted teaching strategies,carries out corresponding teaching design,applies the proposed teaching strategies to practical classroom teaching,and launches teaching reflection.This paper makes an in-depth study on the Task-driven teaching strategies of material composition in senior high schools from both theoretical and practical aspects,in order to put forward practical teaching strategies and provide reference for the teaching and preparation of the majority of senior high school teachers and students.The main contents of this paper are as follows.The first chapter mainly discusses task driven Writing from the perspectives of pragmatics,task-based approach and communicative context writing.The second chapter mainly summarizes the concept and main characteristics: highlight moral education;increase task instructions;limit the scope of writing;create writing situation;attach importance to communicative application;attach importance to thinking quality.This paper puts Task-driven Composition in the historical development of College Entrance Examination Composition in China,and studies its causes and values: its appearance is the call of realistic writing,which tests students' writing level more truly;It is also the basic requirement of the core literacy of Chinese subject,which comprehensively examines the overall quality of students.The third chapter mainly studies the current situation.With the help of research data,this paper studies the problems in writing Task Driven Compositions;with the help of interview method,it studies the problems faced by teachers in task driven composition teaching.The teaching problems faced by teachers: ignoring the particularity of task-based material composition and treating it as new material composition;Ignore the value of applied style teaching and pay too much attention to the training of argumentative writing format;The understanding of writing tasks is superficial,and the implicit requirements of writing tasks are not deeply explored.The problems in students' writing are as follows: the understanding of task instructions is not in place;Stylistic language is not standardized;Writing lacks reader awareness and argumentation lacks logic.The fourth chapter,aiming at the particularity of task driven writing,puts forward the corresponding teaching strategies from the perspective of communicative context writing:understanding task instructions;strengthening applied writing based on pragmatics;clarifying the role of the writer;enhancing reader awareness;training reasoning ability.In fifth chapter,the teaching design and practice are explored.The teaching strategies proposed are applied to the actual classroom teaching and make the corresponding teaching reflection,in order to promote the development of task driven material composition teaching strategies.In the conclusion,it summarizes the characteristics,teaching status,teaching strategies,teaching design and practical exploration,and puts forward its own thinking and views from the theoretical and practical aspects,for the reference of researchers and educators.