Investigation And Analysis Of The Status Quo Of Task-driven Composition Teaching In Senior High Schools-Taking YB No.E Middle School

The content of the content of the college entrance examination composition has been a hot topic for discussion over the years.Since the emergence of the task-driven composition in the college entrance examination proposition in 2015,it has been explored and discussed by experts and scholars.Teacher Zhang Kai from the Ministry of Education passed the "Focus on Question Design and Strengthen Educational Function--The characteristics of the 2015 college entrance examination composition and interpretation of related issues" provides specific explanations and elaborations.Task-driven composition has also become a popular form of propositions.It is very different from previous material composition.The biggest feature of task-driven composition propositions is that the materials have "task instructions",and students need to complete the composition according to the "task instructions" Conception and writing.This new form of composition also gives students greater difficulty and challenge in writing,and poses more teaching challenges for high school Chinese teachers.In order for high school Chinese teachers to better carry out task-driven composition teaching,and for students to learn this type of composition more efficiently,the author takes YB No.E Middle School as an example to study the task-driven composition teaching,hoping to provide specific practical teaching.High school Chinese teachers provide teaching ideas and teaching strategies to give teaching and research workers a certain reference in research.YB No.E Middle School is a key high school and the first batch of key middle schools in Jilin Province.Since the establishment of the school,it has always adhered to first-class management and first-class teachers,with outstanding achievements.The teaching performance has been continuously improved,the rate of entering a higher school has been rising steadily every year,and the students’ language literacy has been relatively high.In teaching,we always adhere to the concept of continuous exploration,continuous improvement and continuous development.Therefore,in order to better research task-driven composition teaching,obtain more real and effective data,and come up with effective teaching solutions,this paper focuses on YB No.E Middle School Investigation,the main content of the article is the investigation of the status quo of the task-driven composition training in YB No.E Middle School.The thesis mainly consists of five parts.The first part,the introduction part,mainly sorts out the meaning,purpose,current situation of the research task-driven composition teaching,as well as the method and scope of the investigation selected by the author in the process of investigation and research,and discusses the related task-driven composition.The concepts related to composition are sorted out and defined.The second part discusses the theoretical basis of task-driven composition teaching.The third part mainly investigates the driving composition teaching situation of YB No.E Middle School,which is the research object,including three aspects.First,the basic situation of the school.Second,the teacher’s teaching profile.Third,the student’s learning profile.Grasp the basic situation of YB No.E Middle School through the survey results and data acquisition.The fourth part is a detailed analysis based on the survey results of the second part,including the strengths of YB No.E Middle School’s teaching and the problems and deficiencies in the teaching process,and the analysis of the reasons for the existing problems.The fifth part is the key content of this article,based on the survey results and data analysis in the task-driven composition teaching survey of YB No.E Middle School,and combined with the requirements of the "General High School Chinese Curriculum Standard 2017 Edition 2020 Revision" and related composition theories,make a suggestion.It aims to improve the scientificity and effectiveness of task-driven teaching,and hopes to help teachers and researchers in the school in the future.The concluding part summarizes the author’s research,and also places a bright prospect for the development of task-driven composition teaching.