A Study On Task-driven Composition Teaching In Senior High School Based On Chinese Core Literacy

Apparently,writing plays a crucial role on Chinese language teaching.It has become a common propositional method to continue to promote and study in-depth the new Chinese curriculum standards and the new college entrance examination,taskdriven composition while assessing Chinese core literacy in college entrance examination essays in recent years.In times of this change,both teachers’ teaching and students’ learning are facing different challenges than ever before.However,the current task-driven composition teaching in senior high school still faces the problem of low efficiency,achieving the extremely pressure posed on the teaching team,especially under the publication of teaching materials matched between new Chinese curriculum standards and the unified edition of senior high school Chinese textbooks.Therefore,the research on task-driven composition teaching in senior high school based on Chinese core literacy is worth paying attention to.This thesis takes Chinese core literacy as the main purpose.It’s committed to linking learning,practice,examination and evaluation while effectively improving students’ task-driven writing level,which is hoped to help the majority of language teachers as a reference for future teaching.This essay has five sections,the introduction introduces the paper’s research objectives and methodology,examines and synthesizes pertinent research findings,and clarifies the significance of the study.The first chapter concentrates on the outstanding essay guidelines,which include explaining the meaning of task-driven composition and basic literacy in Mandarin,examining the relationship between them,and clarifying constructivism theory and communicative contextual writing theory.The second chapter is a questionnaire survey of third-graders in senior high schools and interviews with teachers,it focuses on identifying the issues with the task-driven composition instruction that is currently being used in senior high schools and evaluating the issues’ root causes.The third chapter presents instructional strategies that might be used from the dimension of language core literacy based on the existing situation of task-driven composition teaching in senior high schools: To focus on language construction and application to enrich the expression of articles;To focus on thinking development and promotion to improve the quality of thinking;To focus on aesthetic appreciation and creation to cultivate aesthetic taste;To focus on cultural inheritance and understanding to enrich the background of the article;Integrate task-driven and textbooks to innovative unit writing.In the conclusion part,the author summarizes the whole text,further clarifies the positive significance of task-driven composition teaching in senior high school based on Chinese core literacy and addresses the deficiencies as the targets of next step.