Research On Chinese Task-driven Writing Teaching Action In Senior High School

Task-driven composition in 2015 Language National Volume I Volume II appeared for the first time,compared with the previous propositional composition,material composition,topic composition,new material composition,the material of this type of composition is mostly from the hot events that occur in society,with contradictions and criticism,and after the material,specific instructions including objects,content,asanas,thinking and so on have been added,so that the writing task is more targeted,highlighting the examination of students’ thinking ability,language expression ability and problem-solving ability.This new propositional form has appeared,which has aroused widespread concern in the linguistics community and front-line teachers,but for teachers in teaching how to implement targeted teaching measures,that is,the problem of "how to teach" is less involved,in addition to the difference between task-driven composition and the previous traditional composition in the propositional form and the direction of examination,the traditional teaching mode context is not suitable for task-driven writing teaching,based on the current needs of front-line teachers teaching and cultivating students’ thinking ability,the author carried out this research,I hope to provide some advice for task-driven writing teaching.This research focuses on task-driven writing,mainly focusing on the following four aspects of the problem and exploring accordingly: First,through literature research,understand the difference between task-driven composition and other types of composition,secondly,through the distribution of student questionnaires and teacher interviews,to understand the current status of task-driven writing teaching,and again,through two rounds of action research,explore how to carry out targeted task-driven writing teaching,and implement corresponding teaching measures,and constantly observe and reflect on the effectiveness of teaching practice.Revise and improve teaching strategies,and finally,focus on the long term,think about the implications of task-driven writing teaching for language teachers.Through this research,the author believes that for task-driven composition teaching,in the intention stage,teachers should guide students to excavate the connotation of materials,find out the essence reflected by events,clarify task instructions,and guide students to pay attention to identity awareness and reader awareness;in the writing stage,teachers should guide students to optimize the use of materials,the use of materials should be accurate and brief,at the same time,materials should be appropriately quoted,clear views,discuss things,reason about facts,and put forward countermeasures,summarize and sublimate;in the evaluation stage,teachers should pay attention to the evaluation of students’ thinking.Pay attention to the logical ideas,language expression,asana requirements,etc.of the composition,and make full use of multi-subject evaluation to achieve a combination of self-evaluation,student evaluation and teacher evaluation.At the same time,in the long run,task-driven writing inspires teachers to take the initiative to learn advanced theories,update teaching concepts,change teaching methods,and actively carry out teaching practice activities to improve themselves and promote the improvement of students’ thinking ability.Relevant practice has proved that the implementation of these teaching strategies can stimulate students’ enthusiasm for task-driven writing,expand students’ thinking,and do not provide some help for the teaching of current front-line teachers.