Research On The Design Of Chinese Writing Tasks In Junior High School From The Perspective Of Communicative Context

In junior high school language teaching,writing teaching plays an important role.It aims to cultivate students’ language expression ability.However,the teaching effect of writing is poor.When it comes to composition,students are unwilling to write,have no content to write,or cannot write.As for teachers,they were afraid to teach,or could not teach,so they did not teach.How to improve students’ enthusiasm for writing,and guide students to communicate with others through emotional expression in written language.Rong Weidong put forward the concept of communicative contextual writing:"writing is the discourse construction in a specific context."Guided by the theory of communicative context writing,this study aims to study the methods of junior middle school Chinese writing task design from the perspective of communicative context through real classroom teaching.This article presents specific content from the following five parts:The first part is the introduction.First of all,introduce the reasons for thesis writing,based on the thinking of the current writing out of life,and the curriculum standard’s demand for real writing ability,introduce communicative context writing theory to carry out writing task design,and create a writing environment for students based on the needs of real life expression.Secondly,combing the relevant theories of writing tasks from the perspective of communicative context domestic and overseas,clarifying that communicative contextual writing is the direction of reform and development of writing teaching in China.Finally,discussing the significance and methods of designing writing tasks from the perspective of communicative context.The second part is a theoretical overview of writing tasks from the perspective of communicative context.First of all,the concepts of communicative context writing tasks are explained and defined.Secondly,it discusses the theoretical basis for the implementation of communicative context writing.Finally,explain the basic characteristics of communicative context writing tasks,and provide ideas for the design of research writing tasks.The third part is the survey and problem analysis of Junior high school language writing tasks.First of all,the writing tasks are investigated and sorted out from two aspects,on the one hand,statistical surveys are conducted in the form of questionnaires;on the other hand,the writing tasks of ministry-edited textbooks are sorted out.Secondly,based on the statistical results of the survey,the problems and causes of the writing tasks in middle schools were explored.The fourth part is the task design of communicative context writing.This chapter is the focus of this study.First of all,clarify the elements of communicative context writing tasks and the relationships and models between them,and give examples of the analysis of communicative elements from the aspects of reading and writing.Secondly,points out two ways to create junior middle school writing tasks.First,the teacher combined with specific lesson examples from the perspective of authenticity,generativeness,and applicability to optimize writing tasks based on teaching materials.Second,teachers design writing tasks creatively based on real expression and core knowledge of writing.The fifth part is teaching suggestions and reflections.Reflecting based on writing task design and teaching practice.First of all,to develop writing teaching based on students,we should respect the students’ subject status and cultivate their readers’awareness.Secondly,based on the task to carry out writing teaching,give full play to the foundation function and evaluation function of writing tasks,and promote meaningful text construction.The author hopes to explore the path of junior middle school Chinese writing task design based on communicative context theory through teaching practice research,and to provide some reference suggestions for improving students’ language construction and application ability.