A Study Of Thinking Obstacles In The Writing Of High School Argumentative Writings

Modern people must master three basic skills,and writing ability is one of the more important ones.Therefore,writing is also an important part of Chinese teaching in high school.In China,the Standards for General Chinese Curriculum Standards(Experimental)issued in 2003 has clearly stated: "Writing teaching should focus on cultivating students 'observation,imagination and expression skills,attach importance to the development of students' thinking ability,and develop creative thinking.".At the same time,it also puts forward more detailed requirements for teachers 'teaching.It is necessary to pay attention to the development of students' thinking and encourage students to express themselves with their own independent perspective and personality in a free state.It is necessary to reduce the constraints on student writing and induce students.More writing ideas create more open creative spaces for students.These requirements remind all language teachers that writing teaching is not simply used to impart knowledge,but to allow students to master a variety of writing genres,have a higher ability to use language,and thereby achieve self-expression and development.The purpose is to improve students' thinking and ability.The college entrance examination is a one-time selection exam,with a total of 150 points in Chinese and 60 points in writing,which fully reflects the importance of writing in Chinese.All high school students facing the college entrance examination know that the composition of the college entrance examination requires that there is no restriction on other styles except poetry.However,in order to obtain a higher score in the college entrance examination,students must be able to write a good essay,which is also a teacher's writing.Difficult teaching.Argumentative thesis is a special style,which is full of analysis,judgment,deduction,reasoning and other abstract thinking andlogical thinking content.It requires the author to have good thinking logic,depth and rigor.Therefore,in the teaching of argumentative writing,teachers must not only make students clear the writing methods and skills of argumentative thesis,but also exercise and improve their thinking ability,so that they have the ability to write good argumentative thesis.However,in the current writing of high school students' essays,the following four problems often exist: first,the content does not meet the meaning of the topic;second,the central point is not clear;third,the lack of dialectical content;fourth,no disclosure True feelings.These four questions precisely reflect the current predicament faced by high school students in writing.It is not difficult to find in long-term teaching practice that the most obvious problem of students is that they cannot effectively express the composition of the composition.For argumentative papers,intention is the essence of writing,the core of the flexibility,depth,creativity and agility of the author,and the key to getting good reviews.During the writing process,the thinking obstacles shown by students are not equivalent to the concepts in psychology,but specifically refer to the "normal person's thinking habits",especially when the intention of writing a dissertation is clearly defined,when objective things are against the students The brain forms a certain impression base,the starting point of students' thinking will be limited,the direction and logic of thinking will be disordered,and it is difficult to truly express the attributes and rules of things or facts from an objective perspective,which leads to poor performance in argument writing.According to the actual performance of argumentative writing practice teaching in high school Chinese,the author takes Jitian Middle School in Chengdu as an example to study the thinking mode of high school argumentative writing.By using the methods of literature analysis,sample sampling,questionnaire survey and practical operation,this paper explores the types of thinking obstacles in high school argumentative writing.Specifically,it is carried out through the following four steps: The first part,taking the thinking mode of high school students' argumentative writing conception as the object of discussion,defines "argumentative writing","thinking disorder" and "purposive thinking" in the text through literature analysis.Based on Mr.Zhu xingneng's "writing philosophy",Mr.Jiang nianzu's "senior high school argumentative writing guide book" and professor ma zhengping's "non-conceptual writing" writing philosophy research results,this paper seeks theoretical support for the thinking training design of seniorhigh school Chinese teachers' argumentative writing conception.At the same time,in order to help senior high school students break through the thinking barrier of argumentation writing conception,this paper refers to the relevant theories involved in the book "Eighteen Lectures on High School's" Double Disk "Writing Thinking Guidance" by Professor Geng Huihui.The second part mainly investigates the current thinking situation of the Chinese teachers in the senior high school of Jitian Middle School in Chengdu and the students of Class 8 and Class 10 of Class 2021 in their argumentative writing.Based on the analysis of the questionnaire survey of students and the interviews of teachers,the author finds out the types of thinking obstacles that the senior high school students have in their argumentative writing.The third part focuses on the analysis of the thinking obstacles in the discussion writing conception of senior high school students in Jitian Middle School in Chengdu,and makes a sample survey of the forming factors of thinking obstacles in the discussion writing conception of senior high school students.In the fourth part,based on the relevant theories of writing thinking and previous practical experience,the author has developed three teaching designs around the research topic of "thinking obstacles in the conception of high school argumentative writing" and tested its effectiveness by comparing the argumentative writing teaching in the previous period of class 8 and class 10 of 2021 in our school.It is important to solve the thinking obstacles of high school students' essay writing intentions.It is important to study and analyze the related theories of writing thinking,but if there is a scientific and reasonable teaching design for teachers and students to use in high school essay writing thinking thought teaching.Through the comparison of experimental data,the effectiveness of this group of teaching design is explored,and it is the author's research in this article.