Research On The Teaching Practice Of Chinese "Situational Composition" Writing In Senior High School Under The Perspective Of Core Literacy

The "Chinese Curriculum Standards for Ordinary High School(2017 Edition and2020 Revision)" points out that "Chinese core literacy needs to be comprehensively examined in the real situation of Chinese learning tasks." At the same time,the "National College Entrance Examination Evaluation System" stipulates "situation" as the examination carrier of the college entrance examination,carrying the examination contents and realizing the examination requirements.In recent years,the design of Chinese college entrance examination questions follows the theory of the "Chinese Curriculum Standards for Ordinary High School(2017 Edition and 2020 Revision)" and the "National College Entrance Examination Evaluation System",and the Chinese college entrance examination has incorporated specific "writing situation" in its essay questions,in an attempt to test Chinese core literacy in complex situations.As an important field of education reform and a key link in quality education,the college entrance examination plays an important guiding role in the daily teaching of high school.Therefore,it is imperative for high school Chinese writing teaching to study and understand the "Chinese Curriculum Standards for Ordinary High School(2017 Edition and 2020 Revision)" and the "National College Entrance Examination Evaluation System",to grasp the content and requirements of the examination,and to carry out "situational composition" writing teaching practice.This paper is based on the guiding ideology of programmatic documents such as the "Chinese Curriculum Standards for Ordinary High School(2017 Edition and 2020Revision)",the "National College Entrance Examination Evaluation System",and the author’s experience in teaching "situational composition" writing in high school language,and the problems in teaching "situational composition" writing in high school."This paper discusses and analyzes the problems and problem-solving strategies in the teaching of writing in high school.The theoretical basis of this paper is formed by analyzing the domestic and foreign researches on "Situational teaching method","situational composition" writing teaching,and the characteristics and evaluation standards of the composition questions of college entrance examination through the literature research method.Then,the concepts of "situation" in the broad sense,"situation" in the " National College Entrance Examination Evaluation System " and "writing situation" in "situational composition" were defined.Then,through case studies,we analyzed the "writing situation" of the "situational composition" in the recent Chinese college entrance examination and the characteristics of the questions.Through the analysis of the unified version of the high school Chinese textbook and students’ examination data,it is concluded that the teaching of "situational composition" in high school needs to be researched and studied in terms of how to make students better perceive the situation,how to improve the teaching process and how to formulate clear and perfect evaluation criteria.Finally,according to the author’s teaching practice,the author sorted out the teaching methods of "situational composition",and put forward practical teaching strategies of "situational composition" in senior high school Chinese.The tendency of "contextualization" of college entrance examination essay questions is obvious and the situations set in them are all complex situations related to social life,so as to test students’ comprehensive ability.The development of "situational composition" is conducive to the implementation of the fundamental task of establishing moral education and developing students’ core literacy in Chinese subjects.