基于对课标要求、写作教学需求、教材编写趋势的分析可以发现，写作任务情境创设的重要性已成共识，其创设方法、评价标准等亟待探究。从作者、读者、话题、目的四要素出发建构写作任务情境分析框架，比较统编版高中语文教材和香港《启思新高中中国语文》（第二版）中写作任务情境创设可以发现：两套教材均以“我”为预设作者的出发点，读者均以熟悉的周围人为主，话题均处于开阔的社会空间中，目的均重视对思辨能力的培养。在作者所处的场域、读者的真实具体、话题空间分布和目的偏好上两套教材写作任务情境创设存在一定差异。启思版教材重视作者处于社会场域内的身份，具体刻画读者的个体特征，注重创设学校空间、学校空间与社会空间过渡区域的话题，注重话题空间分布均衡，提升应用交际和审美抒情目的占比等情境创设经验为未来的教材写作任务编写提供参考。

Based on the analysis of the requirements of the curriculum, the needs of writing teaching, and the trend of textbook writing, there is a consensus on the importance of writing task contexts. The methods and evaluation criteria of writing task creation need to be explored. By comparing the writing task contexts in the unified version of the high school language textbook and the Hong Kong edition of QIS New Senior Secondary Chinese Language (Second Edition), we can find that both sets of textbooks take “I” as the starting point for the pre-determined author, and the readers are mainly familiar people around them. Both sets of textbooks use “I” as the starting point, the readers are mainly familiar people, the topics are in an open social space, and both sets of textbooks emphasize the development of discernment. There are some differences between the two sets of textbooks in terms of the author's field, the real and specific readers, the spatial distribution of topics, and the preference of purpose. In the Qisi version, the textbook pays attention to the author's identity in the social field, portrays the individual characteristics of the readers, focuses on creating topics in the school space and in the transition area between school space and social space, pays attention to the balanced distribution of topic space, and improves the proportion of applied communicative and aesthetic lyrical purposes, and other context creation experiences provide reference for the writing tasks of future textbooks.