Shurong Xi

The English Curriculum Standards for General Senior High School (2017 Edition, Revised 2020) (NECS) emphasizes cultivating students’ core competencies, including language competence, cultural awareness, thinking quality, and learning competence. The requirements of continuation writing align well with these core competencies. Under traditional continuation tasks, students often remain at the levels of comprehension and application, lacking guidance towards higher-order thinking and the cultivation of creativity. Scaffolded tasks, characterized by hierarchy and progression, correspond to the cognitive process dimensions of Bloom’s Taxonomy and the core competency. While existing research on continuation writing mostly focuses on its theoretical basis and learning facilitation effects. Studies on Bloom’s Taxonomy primarily explore its application in science subjects, with limited research on its use in high school English, particularly in designing continuation writing tasks. Based on the revised Bloom’s Taxonomy (Anderson and Krathwohl, 2001), this paper systematically investigates how it can be used to guide the construction of scaffolded continuation writing tasks to optimize teaching practice.

Bloom’s Taxonomy of Educational Objectives; Scaffolded Tasks; Continuation Writing; Core Competencies; High School English

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