Research On Writing Process Teaching In Senior High School From The Perspective Of Learning Task Group

"Learning task group" is a very important new concept proposed in the revision of the new curriculum standard of Chinese in senior high school,which provides a new development trend for Chinese teaching.Learning task groups focus on learning projects and real situations in teaching,which coincides with process writing teaching.Process writing has experienced a long period of development in foreign countries,and its theoretical system has been relatively mature,but the specific practice,especially in China’s writing teaching,remains to be further explored.At present,there are still some problems in the teaching of writing in China,such as paying too much attention to writing achievements,making it difficult for students to improve their writing performance,and students cannot master real and useful writing skills.Therefore,it is necessary to carry out more in-depth and specific research on the application of process writing teaching in Chinese teaching in senior high schools in combination with the learning task group requirements under the new curriculum standard.First of all,the purpose and significance of the study are clarified by explaining the origin of the study.Through the literature research method,the existing research on process writing,learning task group and the combination of the two are sorted out to grasp the existing achievements and gaps of the research.To clarify the relevant core concepts,only by clarifying what is learning task group,process writing and process writing teaching can we better conduct in-depth research.Secondly,it analyzes the current situation of Chinese writing teaching in senior high schools in China and finds the right remedy for the existing problems.By using the method of research and investigation,this thesis investigates the senior high schools in three cities of Shandong Province,and analyzes the four problems existing in current Chinese writing teaching in high schools in China: The teaching of writing is disconnected from the overall Chinese language teaching,there is no formation of a writing knowledge system,the writing process is relatively scattered and casual,and the teaching of writing is modeled.Through case analysis,this thesis analyzes the cases of process writing teaching in the United States,compares them with the current writing teaching differences in China,and summarizes the deficiencies in the writing teaching in China:less supporting materials,suspended writing situations,unbalanced writing knowledge,and random writing evaluation.Third,analyze the application value of process writing teaching from the perspective of learning task groups.Only if this method has practical teaching value is it worth conducting further practical research.By clarifying the characteristics of the learning task group,the relevant requirements for writing teaching,and the value orientation reflected,the compatibility between the learning task group and process writing was verified;The feasibility and positive significance of process writing teaching from the perspective of learning task groups were studied to verify its scientific nature.From this,it can be determined that the research on process writing teaching from the perspective of learning task groups has certain research significance and practical value.Then,based on the confirmed practical significance,corresponding writing teaching strategies were proposed.A more detailed application strategy has been proposed from four aspects: preparing well for writing,teaching process writing knowledge,changing teaching methods,and process evaluation and modification.The purpose is to provide help and support for teachers to implement process writing teaching in teaching.Finally,under the support of the above theories,starting from the application of writing teaching strategies,taking the third part of the fourth unit of senior high school Chinese selective compulsory course as an example,based on the students’ learning situation,teaching materials and teaching objectives,the teaching design is carried out and put into practice,and the actual effect is summarized and reflected.On the one hand,it can test the feasibility of the writing teaching strategy in the actual teaching,on the other hand,it can also provide a specific teaching case for the process of writing teaching in the future to supplement and explain the writing teaching strategy.As a writing teaching paradigm,process writing has a very positive significance for the development of students’ writing ability.However,we should still pay attention to the real context of writing and explore its consistency with the internal requirements of the learning task group.To really integrate process writing into teaching practice still requires a longer time and further exploration in order to achieve effective integration of the two.