Research On Task-driven Composition Teaching Strategy In High School Chinese

Since the task-driven composition appeared in the college entrance examination room in 2015,it has frequently " appeared " in the subsequent college entrance examination papers and simulation papers.At the same time,it is necessary to study the teaching strategies of task-driven composition.It sets tasks in the situation,uses tasks to guide students to find the problems hidden in the composition materials,requires students to solve problems in the situation with practice and their own experience,and pays attention to test students' speculative ability.This means that teachers in the task-driven composition teaching must change the original teaching strategies,but in-depth study of the task-driven composition teaching at this stage,we will find that most teachers still use the previous composition teaching methods,has not changed.Teachers' old teaching methods do not match the task-driven composition,which makes the teaching of task-driven composition fail to achieve the due teaching effect.The purpose of this paper is to explore the problems caused by inappropriate teaching methods in the current task-driven composition teaching,and to study more practical and operational teaching strategies in order to improve the teaching effect.The author first uses the literature research method to sort out the existing literature on task-driven composition,to understand the existing research results,and then to the front-line teachers as the object of questionnaire survey,statistical survey results,more intuitive grasp of the front-line teachers in teaching problems and confusion,Combined with the case analysis method,the teaching problems are divided into four categories,and the corresponding teaching strategies are put forward.This paper is divided into four parts,the first part describes the research background,research questions,literature review,research significance and research methods;in the second part of the task-driven composition of the definition,characteristics,classification and theoretical basis for an overview;in the third part of the use of questionnaire and case analysis,combined with their own teaching experience,In the fourth part,combined with the relevant theories,put forward teaching strategies,in order to give teachers some reference in the teaching of task-driven composition in the future.