Research On Argumentative Writing Teaching In Grade Two Of G Middle School In Q County

In the article to Composition teaching has always been an important part of Chinese classroom and Chinese teaching.From the examination paper,the full score of the composition is 60 points,accounting for 40 percent of the total score of the examination paper.As one of the most common compositions in the college entrance examination,argumentative writing is of great importance to Chinese teaching in senior high school,whether it is text study or argumentative writing teaching.In addition,the middle school of G in Q county where the author teaches has its particularity due to its geographical environment and the characteristics of students.Therefore,as far as the teachers and students are concerned,the development of argumentative writing teaching is much more difficult.This paper tries to base on the actual situation of G county Q middle school and grade 11 specific learning requirements,combining compulsory related contents in the textbooks,three,four volumes of the school grade 11 argument writing teaching,investigation and study for argument writing teaching Suggestions suitable for the local school,to help more students to eliminate the confusion of “difficult to argument”,improve their writing ability and level,to develop argumentative essays for other similar school writing teaching to contribute a little to develop argumentative essays.In the first part,students(science and liberal arts)and all Chinese teachers(23)from some classes in grade two of G middle school were investigated,and the teaching situation of argumentative writing in G middle school was investigated by questionnaire.Furthermore,the primary information obtained from the survey is analyzed and summarized,and the survey data is presented in the form of a table,revealing the percentage of teachers' and students' opinions on different issues.The second part mainly in the front,on the basis of survey data,conclude that the school teachers and students in senior grade two in argument writing teaching existing problems and reasons,respectively,in which students are mainly argument writing lack of interest,lack of material accumulation and thinking of the single,teachers mainly teaching methods need to be rich,the argument not strongly linked to writing teaching and the teaching material and the single argument evaluation way.The third part mainly combines the research results and teaching practice of others,and puts forward effective Suggestions on how to reasonably solve the problem of argumentative writing teaching in this school.At the level of students,the first thing is to stimulate their interest in writing.Then guide them to learn to “adapt measures to local conditions”,learn to use the particularity and superiority of their living environment to provide a steady stream of writing power and materials for their own writing,and learn to fully explore and use textbook materials;Finally,lateral and reverse two ways of thinking ability training.In addition,teachers in the classroom to gradually enrich the teaching form,pay attention to the teaching material content on the students argumentation writing of the powerful role,for the high school students composition evaluation,this paper changes the single evaluation results for multi-level,full preparation,all-round encouragement evaluation,a variety of methods combined with the evaluation of students composition.Using scientific and reasonable evaluation method,to promote the improvement of students argumentative writing.The conclusion summarizes the research contents of this paper,highlighting the specific guiding significance of argumentative writing teaching in ordinary high schools,especially in the second year of senior high school,and also points out the breakthroughs that still need to be made in this paper.