| The teaching of argumentative writing is an important part of the teaching of composition. Argumentation is a process to present the questions, it is an important part of Chinese ability and Chinese accomplishment, teaching of argumentative writing is good for the students to improve their understanding of problems, to strengthen students’ reading ability and the way of thinking, helping the students comprehensive development. In the Chinese teaching, the composition teaching has always been a core problem, and the teaching of argumentative writing is a difficult problem in the teaching of composition, the relevant educationalists and educational experts have been conducting a research on this aspect of teaching, trying to find an effective strategy to solve the teaching of argumentative writing.The respondents in this article are 18 Chinese teachers in the group of junior grade two and three and a total of 313 students from 8 classes in the junior grade two and three of Jilin second experimental middle school, to investigate and analyze the preparation of wide reading, data collecting, and argumentative writing for argumentative writing made by the middle grades of this school in advanced. This article aims at researching the achievements gained and finds the defects in the teaching of argumentative writing in terms of the current situation of the method, contents, evaluation method, materials accumulation, training method, cognitive level of argumentation of students and writing level.The article is mainly divided into five parts, part one is introduction, to introduce the purpose meaning of the selected topic, current situation and scope of investigating, part two is mainly to introduce the requirements of new curriculum standard for the writing of senior grades in middle school. Part three is the current situation of argumentative writing teaching in senior grades of Jilin second experimental middle school, this article comprehensively investigates, analyzes and manages the teaching of argumentative writing of middle and senior grades of Jilin second experimental middle school in the aspects of writing materials, writing teaching, writing practice and correction, the survey data shows that the condition of argumentative writing in this school is good, and the school correspondingly develops exhibitions and activities relating to argumentative writing, for example, debate competition, exhibition version of writing competition and other contents, letting the students have a lot of interest in the study of argumentation; the teachers attach great importance to the accumulation and selection of the argumentative writing materials, focusing on hot topics, classic column and publication, laying stress on cultivating students’ability of mastering the materials; the teaching methods of argumentative writing are very rich and innovative, the means of writing practice and writing evaluation are various, which can meets the learning demands of students. Part four is the problems existed in the current situation of argumentative writing of this school at present, and the writing teaching from the teachers lacks the training of innovative thinking on the students, it has too much utilitarian, but not strong pertinence.These problems will directly affect the overall quality of teaching of argumentative writing in middle and senior grades. To solve the above problems, the fifth part of this article throws out the suggestions that, firstly, it shall strength the students’training of seek different thinking; build a relax and active classroom atmosphere; combine independent writing of teachers with method instruction; for the students:expand students’ channel of the materials accumulation; collect materials targeted and accumulate in classify; according to the above suggestions, it is expected to provide some experiences and references for the improvement of the teaching of argumentative writing in this school. |
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