上海高中語文教科書寫作任務設計的追求與侷限

Pursuits and Limitations of Writing Task Design in Shanghai Senior High School Chinese Language Textbooks

寫作是語言實踐活動的需要，而在語言實踐中學習寫作也有利於提高寫作教學成效。寫作任務的情境化程度、寫作物件及寫作目的與語言實踐活動的關係，是考察寫作任務的兩項重要指標。上海高中語文教科書的寫作任務所包含的表達功能、文體、使用情境類型十分豐富，幾乎涵蓋了絕大部分生活中的交際情境和文體類別，有利於寫作興趣的提高。但這些寫作任務要求的寫作目的多以傳達作者的經驗為主，且讀者也以語文教師居多，不利於讀者意識的培養。

Writing is one of the requirements of language practice; conversely, learning writing from language practice is also good for advancing the effects of writing instruction. When evaluating a writing task, how situated the writing task is and the relationships among writing materials, writing purposes, and language practice are two important indicators. The writing tasks designed in Shanghai senior high school Chinese language textbooks were rich in different purposes of expression, genre types, and communication situations which could improve students’ writing motivation. However, the writing purposes requested in the writing tasks usually focused on expressing the author’s personal experience, and the readers of students’ writing were usually Chinese language teachers, which was not good for developing reader consciousness.