A Research On Senior High School Chinese Writing Tasks Design In Communicative Context

Writing is one of the five learning domains in the subject Chinese in Secondary schools.It not only can cultivate students’ abilities of thinking and language expression but also has great unconscious influence on students’ aesthetic appreciation and cultural awareness and inheritance,involving selection and processing on linguistic data and acquisition of language patterns in the process of discourse structuring,which plays a vital role in improvement of students’ overall quality.However,the results of writing teaching is unsatisfying and students are reluctant to essay writing.These may resulted in the currently unsolved problems including out-of-date teaching methodology in writing,much attention to students’ written production rather than process,no students’ needs analysis in designing tasks and ignoring essential factors in students’ writing process(writing identity of students,audience,purposes,styles and genres).Communicative Context Writing takes“communication” as the core idea,focusing on six communicative context elements to try to deal with aforementioned issues and provide some pedagogical implications for teaching Chinese writing in Secondary schools.Besides the Introduction and Conclusion section,this research consists of five parts.The Introduction illustrates the research background of writing task design in Communicative Context,reviews previous literature on this topic,and presents research objects,methodology and innovations of this research.The first chapter is on the theoretical bases and features and significance of writing tasks design in communicative context,including core definitions on Communicative Context,writing in communicative context,writing tasks design,etc.and theoretical interpretation based on Situated Cognition,Construction and Functional Linguistics included.Moreover,it also analyzes the features of writing tasks design in senior high schools,in view of Prof.Rongweidong’s perspectives,focusing on creating situations for writing task,constructing connections between writing tasks and real-world life and paying more attention to communicative purposes.Meanwhile,the significance of senior high school writing tasks design in communicative context on applying Senior High School Chinese Curriculum Standard,updating teachers’ beliefs in teaching writing and motivating students in writing are demonstrated.The second chapter is on the current situation and causes of Chinese writing tasks design in senior high schools.In this chapter,the author manly analyzes the existing problems and their related causes with writing tasks in Gaokao of Anhui Province in recent two decades set as provided examples.The following chapter is on case studies on Chinese writing lessons in communicative context in senior high schools.The main foci of this chapter are to find out the key points of senior high school Chinese writing teaching in communicative context and to have connections with the next chapter on communicative context writing tasks design strategies,with two cases Having a Deep Thought and Exemplifying Statements with Facts are chosen as examples to be analyzed.The next chapter is on senior high school Chinese writing tasks design strategies in communicative context.The author puts forward that three factors,namely situations,elements of communicative context and students as the centre of tasks,need to be taken into consideration in writing tasks design,with analysis on current situation of Chinese writing tasks in Gaokao of Anhui Province and outstanding writing lesson cases.It mainly focuses on strategies and techniques on how teachers create situations for writing tasks,and emphasizes the importance of key elements(authors,topics,audience,purposes and genres)and the essence of consideration on students’ real-world life,psychological factors and individual proficiency in writing tasks design.The final chapter is on the practice of writing tasks design of communicative context in senior high schools.The author designs a writing lesson on “The Tao of Learning” based on communicative context,applies it to practical teaching in Class 7Grade 10 of the Fuyang No.3 Middle School and has a comprehensive teaching reflection according to students’ written production.The conclusion section summarizes key points and limitations of this research.This research,focusing on communicative context writing,aims to update teachers’ beliefs in teaching writing and provide pedagogical implications and strategies for teaching Chinese writing in senior high schools in order to encourage students’ willingness to express themselves and to be more motivated in writing.