Research On Writing Teaching Based On Learning Task Groups ——A Case Study Of Shiji Jinyuan School Attached To Yunnan Normal University

Since the "Chinese learning task group" was proposed in the Chinese curriculum standard for senior high schools（2017 Edition）,the implementation of Chinese teaching in senior high schools has attracted much attention.The unified edition of high school Chinese textbooks adapts to the design of learning task group and integrates writing tasks into unit learning（Study）tasks.Such writing design is of great significance to improve students’ writing literacy,but it also brings an impact to the previous writing teaching.Therefore,it is necessary to study the implementation and effect of current writing teaching.In view of this situation,this paper takes the senior one and senior two teachers and students of Shiji Jinyuan School Attached To Yunnan Normal University as the survey objects,and compiles the interview outline of teachers’ teaching status based on learning task groups and the self-assessment questionnaire of students’ writing learning,aiming to investigate the performance of writing teaching based on learning task group in both teachers and students,So as to determine the effect and existing problems of the implementation of writing teaching based on learning task group.The full text is divided into three parts.The first part is the introduction,which mainly introduces the research basis of this study.The second part is the main body of this paper.This part first summarizes and combs the content and requirements of writing design in high school Chinese curriculum standards and unified edition of high school Chinese textbooks,then introduces the design and results of this research survey,makes statistical analysis on the survey results,and puts forward strategies and suggestions for teachers’ teaching and students’ learning according to the survey results.The conclusion mainly introduces the results,shortcomings and prospects of this study.The study found that the current teachers’ writing teaching meets the requirements of the high school Chinese curriculum standard and the writing teaching design of the unified edition of high school Chinese teaching materials.However,combined with the students’ learning effect and influencing factors,it is found that there are still some problems in the implementation of teachers’ writing teaching,such as single teaching activities,unreasonable arrangement of lecture and evaluation courses and so on.From the perspective of students’ writing learning,the effect of writing teaching is general at present.Among them,although students have a positive attitude towards writing cognitive learning,there are still some problems in their acceptance and mastery of knowledge;In terms of students’ writing emotion,there are some problems,such as weak internal motivation,simple behavior investment,weak initiative and willingness to learn and so on;In terms of students’ writing skills,there are some problems,such as the accumulation of students’ writing materials is not implemented,students’ language application ability is poor,and there are often stuck in the writing process.The correlation analysis shows that there is a significant positive correlation between the current writing teaching effect and the teacher factors,student factors and writing task design factors set in this study;Multiple regression analysis shows that teachers’ factors,students’ factors and writing task design factors can predict the effectiveness of writing teaching,and can explain the reasons for the changes of students’ writing learning effectiveness.Around the research results,this paper puts forward strategies and suggestions to optimize the current teaching situation for students and teachers.On the basis of qualitative research and quantitative research,this paper studies the current situation of writing teaching based on learning task group,hoping to comprehensively present the current situation of writing teaching through teachers’ teaching and students’ learning,find the problems existing in the current writing teaching,and put forward strategies and suggestions to optimize writing teaching according to the problems,so as to provide reference for the implementation of writing teaching in the future.