Research On The Task-Driven Teaching Of Argumentation Writing In Senior High School

Writing teaching has always been a long-standing difficulty in Chinese teaching,while in senior high school the focus is mainly on argumentation writing,thus argumentation writing teaching naturally becomes the main difficulty in senior high school writing teaching.With the attention of the Chinese education experts to task-driven writing teaching,Chinese educators are increasingly aware of the influence of "tasks","situations" and "readers" on writing teaching,and are increasingly emphasizing that students need to truly express themselves in writing and strengthen social communication.Under this background,the author introduces the teaching method of "task-driven" into the teaching of argumentation writing in senior high school,in order to enable students to express their views accurately and rationally based on specific situations,and to carry out analysis and argumentation logically and orderly,to improve students' argumentation writing level,and to provide complete,continuous and operable implementation strategies for teachers' writing teaching.Based on the current research situation of Chinese argumentation writing teaching in high school and task-driven,this paper adopts the research methods of questionnaire survey,literature research and case analysis to explore:The first chapter mainly makes an investigation and analysis from the two angles of teachers and students and summarizes the problems in the current argumentation writing teaching.The second chapter discusses the relevant basis of task-driven applied to high school argumentation writing teaching.Firstly,it elaborates the theoretical basis of the research around the task-driven related theoretical knowledge and high school Chinese curriculum standards.Then,the necessity and feasibility of this research are analyzed from the proposition direction of the composition for the college entrance examination,the development trend of foreign writing teaching and the unique value of task-driven writing teaching in senior high schools.The third chapter discusses the strategies of argumentation writing teaching in senior high school under task-driven instruction.Specific strategy research is carried out around the following four links: designing writing tasks to stimulate writing interest and motivation;Decomposing the writing task in order to clarify the reasoning conditions and ideas;Carrying out multidimensional interactions to cultivate logical thinking ability;Positive evaluation feedback to promote self-reflection and promotion.The conclusion part explains the research results and experiences,points out the research deficiencies and the direction of future efforts.The research of this paper aims to provide high school first-line Chinese teachers with highly appropriate and operable teaching strategies for argumentation writing,and to provide feasible solutions for high school students that are conducive to improve their autonomous thinking ability,problem exploration and solution ability,and to cultivate logical thinking and reasoning spirit.