Research On Task-driven Composition Teaching From The Perspective Of Chinese Core Literacy

Task-driven Task-driven composition is the mainstream of college entrance examination composition in recent years.As a new proposition form under the core literacy,it has attracted extensive attention from the majority of Chinese education researchers.The task-driven composition teaching from the perspective of core literacy should not only improve students' language construction and application ability,but also cultivate students' thinking ability,but also allow students to express and create beautifully in writing,and pay more attention to the inheritance and use of culture.Understand,this undoubtedly puts forward higher requirements and challenges for teachers and students.However,the current task-driven composition teaching is still running on a slow and slow track,which affects the efficiency of composition teaching and the implementation of the value of core literacy education.The study found that there are many outstanding problems in the current task-driven composition teaching,which are mainly manifested in: students' lack of understanding of task-driven writing,lack of language expression skills,inadequate grasp of task instructions,and rough writing thinking quality;teachers.There are prominent problems such as insufficient understanding of task-driven writing,rigid teaching methods,outdated teaching content,and single teaching evaluation.There are various ways to solve these problems,among which emphasis is placed on reviewing questions and clarifying task instructions;focusing on thinking and improving reasoning ability;teaching methods and improving language quality;It is hoped that the research results can provide reference and thinking for composition teaching.The thesis consists of three parts: introduction,main body and conclusion.The introduction part mainly introduces the research origin,research significance,research situation and research method.The first part of the main body firstly defines the concepts of core literacy,language core literacy and task-driven composition,analyzes the characteristics of task-driven composition and analyzes the difference between task-driven composition and traditional material composition,and discusses the task-driven composition under core literacy.Based on the theoretical basis of teaching composition,it expounds the teaching significance of task-driven composition from the perspective of core literacy.The second part investigates the current situation of task-driven composition teaching in Guilin Guolong Foreign Language School.In the survey of students' questionnaires,we mainly start from the students' understanding,training,difficulties encountered in writing and evaluation of writing.The teacher questionnaire mainly analyzes the problems existing in the teaching of task-driven composition by senior high school teachers from the perspective of teachers on task-driven composition,teaching methods,and teaching content.The third part analyzes the principles of practical,practical and step-by-step teaching.The fourth part proposes to attach importance to reviewing questions and clarify task instructions;focus on thinking to improve reasoning ability;teach methods to improve language quality;pay attention to culture and build inheritance awareness;The conclusion summarizes the full text,puts forward some thoughts on the further research of task-driven composition teaching in senior high schools under the core literacy,and points out the shortcomings of this research.