A Research On The Application Of Cooperative Learning In The Teaching Of High School Chinese Argumentative Writing

The teaching of high school Chinese argumentative writing is the important as well as difficult point in Chinese argumentative writing. What's more, the argumentative writing takes a large proportion in the writing part in the College Entrance Examination, which catches the attention of students, teachers and even people from all walks of life in the society. However, in the process of teaching argumentative writing, the teachers talks a lot and neglect the participation of students and also neglect the interaction between students and teachers. At the same time, the teachers are heavily burdened with correcting compositions and it leads to low efficiency in teaching. In order to improve the teaching efficiency in argumentative writing, to shorten the writing cycle, to arouse students'interest in argumentative writing, to encourage students to participate in the argumentative writing actively, the author applies cooperative learning in the teaching of argumentative writing, and brings up the topic on the application of cooperative learning approach in the teaching of high school Chinese argumentative writing.This thesis is based on the unique perspective of cooperative learning, lays on the inner needs of students and focuses on the argumentative writing in high school. It adopts methods such as classroom observation and case analysis method to improve the students' writing efficiency in argumentative writing, to make the research more focused and significant in practical guiding. This thesis is divided into five chapters. The introduction begins with the researches on cooperative learning both at home and abroad and the significance and purpose of the study. The first chapter makes a brief introduction on related theories and analyzes the realistic foundation of the argumentation writing in high school. The second chapter analyzes the teachers' current teaching situation and the students'current writing situation in argumentative writing. The third chapter discusses how to set up goals on cooperative learning in the teaching of argumentative writing according to the nature of the curriculum and standards, its styles and characteristics, the characteristics of students and the learning situation. By analyzing the writing cases, the fourth chapter analyzes how to create cooperative learning conditions, how to set up a question cooperatively, how to guide the writing effectively in the implementation of cooperative learning approach in argumentative writing. The fifth chapter begins with the guiding principles of evaluation on cooperative learning, illustrates how to apply cooperative learning in evaluating argumentative writing. The last part makes a conclusion to the research and reflections on the research.