| In the task driven composition teaching of argumentative writing in junior high school,"task instruction" is the key and difficult point.Students have relatively little exposure to such compositions and are prone to ignore the "task instructions" in their compositions.In addition,students lack effective mastery methods for different types of task requirements,resulting in a low level of mastery and completion of tasks in writing.Therefore,based on a large amount of literature research,this thesis conducts a conceptual analysis and characteristic analysis of argumentative task driven writing,and designs and conducts three rounds of action research aimed at the core issue of "inability to accurately grasp task instructions" in students’ compositions through practical Chinese writing teaching.The purpose is to solve the problems that junior high school students encounter in their actual writing through the application of specific writing teaching strategies,and to explore effective methods conducive to argumentative task driven writing teaching through a combination of theory and practice.The specific implementation process is as follows:1.Analyze the problems in the current argumentative task driven composition teaching by collecting relevant materials and reviewing student compositions.2.Determine appropriate writing teaching strategies and design action plans based on existing problems and students’ learning situations.3.Action implementation.Implement three rounds of actions according to the plan,with each round of actions lasting four weeks.4.Conclusions and recommendations.By summarizing and reflecting on three rounds of action research,combining the analysis results of research data,classroom observations,homework feedback,and student interviews,the conclusions of this study are drawn.This indicates that the writing strategies used in this action study are conducive to promoting students to grasp and complete the "task instructions" in argumentative task driven writing. |
