Application Research Of Task-driven Method In Modern And Contemporary Prose Teaching In Junior High School

Chinese modern and contemporary prose is varied in style and beautiful in language,coalescing many thoughts and wisdom about nature,life and society,and is an important part of language learning in junior high school.As a teaching method in line with the new curriculum,many front-line teachers and scholars have applied the "task-driven method" to language classroom teaching,but there is a relative lack of research on the application of this method to the teaching of middle school contemporary prose.This study uses literature research method,questionnaire survey method,and case study method.Through the combination of theoretical research and practical teaching,the study aims to explore the application strategies of the task-driven method in teaching contemporary prose in order to improve the classroom of teaching contemporary prose and enhance students’ core language literacy Specific studies include the following.The introduction and literature review sections describe the background of this study as well as the significance of the study,and sort out the overview of previous related studies to lay the research foundation for this study.Chapter 1 is the proposal of task-driven method in teaching middle school modern contemporary prose,which mainly includes the definition of relevant concepts such as task-driven method and the relevant theoretical support of task-driven method,and discusses the feasibility of using task-driven method in teaching modern contemporary prose from several aspects such as the existing theoretical and practical basis of task-driven method,the compatibility of the new curriculum with the concept of task-driven method,the learning prompt board of the textbook showing task-driven,and the fact that task-driven method can guide students to feel the charm of modern contemporary prose.Chapter 2 is a study of the application of task-driven method in teaching contemporary prose.Through questionnaires to teachers and students,it was found that there are problems in teaching junior high school contemporary prose in terms of teachers and students’ strong utilitarian approach to prose learning,teachers’ neglect of student subjects and students’ needs being ignored,teachers’ formalized implementation of tasks and students’ lack of certain guidance,and other aspects of attribution.Chapter 3 is the implementation strategy of task-driven method in teaching middle school contemporary prose.This chapter is the key part of the study,which focuses on three aspects of pre-task design,task implementation,and evaluation of task completion to help maximize the effectiveness of the task-driven method in teaching contemporary prose.Chapter 4 presents a case study of the implementation of the task-driven method in teaching middle school present contemporary prose.Through the presentation and reflection of specific actual teaching cases,thus the operability of the task-driven method in teaching middle school present contemporary prose is tested,and the teaching is reflected on this time to clarify the improvement direction for future task-driven prose teaching.The concluding remarks review and summarize reflections on the research on the application of task-driven method in the teaching of middle school contemporary prose,and provide prospects for future related research.The integration of task-driven method and junior high school contemporary prose is of great significance.Through this paper,the author expects to provide new ideas and directions for the teaching of junior high school contemporary prose,and to provide some constructive suggestions for front-line teachers to break through the dilemma of teaching contemporary prose.At the same time,I also hope that this paper can provide some research basis for other researchers to study the application of task-driven method in language teaching.