Research On Chinese Situational Task Writing Teaching In Junior High School

Writing is an important part of Chinese teaching in junior middle school and an important way to cultivate students’ core quality of Chinese.The new curriculum standard attaches importance to situational tasks,attaches importance to the cultivation of students’ core Chinese quality in the real situation of speech practice,proposes that teachers should create rich situations,design challenging tasks,stimulate students’ interest in learning.Situational task writing teaching is in line with the requirements of the new curriculum standard,which enables students to actively construct writing knowledge and skills in real situational tasks,so that students can realize the situational transfer of writing knowledge and skills in the future social life.However,teachers’ application of situational task writing teaching is not enough,and there are difficulties in knowing what to teach and how to teach,which makes the teaching effect not good.Therefore,the purpose of situational task writing teaching in junior middle school Chinese is to make up for the deficiency of writing teaching,optimize teachers’ writing teaching,so as to better improve students’ writing ability and enhance students’ ability to adapt to future social life.The research content of this thesis consists of the introduction part and three chapters.The introduction introduces the background,significance and methods of the research,clarifies the core concepts and theoretical basis on the basis of previous studies,and also combs the relevant literature.In the first chapter,some teachers and students from two junior middle schools were selected to conduct a questionnaire survey on the teaching of situational task writing,and the questionnaire data were analyzed and summarized.It is found that teachers lack the teaching concept of situational task writing,there are problems such as insufficient creation of situational task,neglect of writing knowledge development,lack of guidance in writing process and single writing evaluation method.The second chapter aims at the problems in the first chapter,using the case analysis method to explore the teaching strategies of situational task writing.Teachers establish the teaching concept of situational task writing from the three aspects of curriculum standards,writing teaching and student body.When creating situational tasks,they should connect with students’ life,follow the creation principles,clarify the creation elements,choose appropriate ways to create real or quasi-real situational tasks,and develop writing knowledge from the three aspects of learning situation,resources in and out of class and stylistic knowledge,and integrate it into situational tasks.In addition,teachers provide guidance on the writing process,transform the writing knowledge contained in situational tasks from the analysis of writing learning elements and writing support,and improve the evaluation system from the evaluation subject,evaluation scale and writing modification,so as to realize the situational transfer of writing knowledge.The third chapter,combined with the teaching practice experience,applies the teaching strategy to the speech writing teaching of Unit 4 of Volume 2 of Grade 8 and carries out the specific case design,analysis and reflection,which provides a new idea for the teaching of situational task writing for front-line teachers.