Research On The Implementation Of Writing Tasks Of The Unified Edition Of High School Chinese Textbook From The Perspective Of Core Literacy

The writing part of the unified compilation of high school Chinese textbook has been innovatively designed: be organically integrated into "Unit Learning Tasks" in the form of "Writing Tasks",showing a clear literacy orientation.However,there are difficulties in the teaching implementation of writing tasks.From the perspective of core literacy,trying to put forward the Task-Based Language Teaching Theory,Constructivism Learning Theory and Cognitive Load Theory to study the implementation strategy of writing tasks.First of all,to clarify the connotation of core literacy that it is a whole-person oriented idea,which has been integrated into the new curriculum standard and new unified textbook.Therefore,it is necessary to clarify the requirements and presentation of writing tasks from the curriculum standard and the unified textbook,so as to provide ontology basis for the subsequent construction of implementation strategies.Secondly,to investigate the current teaching situation by questionnaire survey to obtain the main difficulties in the implementation of writing tasks.In the meantime,to learn from task-based writing idea and foreign mother tongue writing teaching experience to seek for the appropriate implementation orientation and gradually form the optimization implementation ideas of writing tasks.Based on the above research basis,this paper constructs the teaching implementation strategy of the writing tasks.Firstly,to design the teaching objectives framework which updates the objective idea,builds a multi-dimensional basis support system,and ultimately forms an operational formulation path.Secondly,to rely on the elements of "Situation","Intention" and "Interaction" to design the teaching contents focusing verbal practice orientation.It promotes the stimulation of expression intention,the training of communicative literacy and the construction of subject knowledge through the creation of situations;It drives the implementation of writing tasks through writing intention system which includes “topic”,“object” and “purpose”;It ensures the teaching process closely follows the tasks implementation and the tasks resolution for interactive requirements.Thirdly,to create an effective supporting field for the teaching process: Before the task,establish cognitive connections through task introduction and pre-task practice;During the task,reduce cognitive load by optimizing tasks design and providing learning support;After the task,ensure that the task results are published and actively organize learning reflection.Finally,to construct the evaluation mode of "Assessment For Learning"(AFL),that is,to change the assessment view of core literacy orientation,to design the performance assessment scales,and to urge the assessment implementation pointing to the cultivation of literacy.