The Design Of Writing Task Chain In Junior High School Learning Task Group

Since the promulgation of the Language Curriculum Standards for Compulsory Education(2022 Edition),much attention has been paid to the implementation of teaching reforms in junior secondary languages.In the new curriculum standards,writing is integrated into six learning task clusters and is no longer treated as a separate board.Such a writing design is significant in improving students’ writing literacy,but it also brings impact to the previous writing teaching,so it is necessary to study writing teaching in the context of learning task clusters.In this paper,we investigate teachers’ writing teaching and students’ writing learning in the current writing teaching mode in the context of learning task clusters,find out the effects and problems of implementing writing teaching in the context of learning task clusters,and analyse and investigate the main causes of the problems and strategies to improve the effectiveness of writing teaching.This paper focuses on how to apply task chain design to writing teaching in the context of learning task clusters,and uses literature research,interviews,case studies and other research methods to conduct an in-depth study.The main part of this paper consists of three parts:The first part is an explanation and analysis of the current situation and challenges of writing teaching in the context of learning task clusters.Firstly,the author compares the new concepts and requirements for writing in the new curriculum standards,then,through the case study method and interview method,the author investigates the current situation of writing teaching in the context of learning task clusters from both teachers’ and students’ perspectives.The three main problems and challenges are that the teaching objectives are mechanically dependent on the textbook and the knowledge first lacks scaffolding;the teaching methods are too large for teachers to teach and students’ subjectivity is difficult to be brought into play;the teaching contents are static and narrative knowledge dominant and dynamic and process knowledge is lacking.Then the reasons behind the problems and challenges are analysed in terms of writing motivation,writing content and writing methods.The second part is an analysis of the value and theory of the implementation of writing task chains.Firstly,based on the teaching philosophy of the new curriculum standards,the value and significance of using writing task chains are analysed from three aspects: students’ core literacy,teachers’ and students’ writing concepts and the integration of learning resources.It is argued that the design and implementation of writing task chains are in line with the development of students’ core literacy,help promote the progress of teachers’ and students’ writing teaching concepts and are conducive to the integration of teaching resources in various learning areas.Next,the theoretical foundations of writing task chains are analysed,and the theories of task-based language teaching,constructivism and information processing are explored to explain the contextual,processual and integrative components of writing task chains,and the writing task resources in the textbook are linked and integrated with the writing tasks.The third part is an explanation of the connotations,characteristics and elements of task chains,and the construction of specific implementation strategies and design paths based on them.The first part analyses the connotation of writing task chains,analyses their essential features of progressiveness,integration and practicality,and explains the components of writing task chain design and implementation.Based on this,the author proposes teaching strategies in five areas: reverse teaching design,writing task contexts,integration of learning resources and activities,scaffolding of writing thinking,and targeting guidance for micro-writing with lessons.The task chain is designed to optimise the teaching mode of writing in the context of learning task clusters.