Research On The Teaching Of Symbiosis Writing In High School Argumentative Essays

"Symbiotic writing" is different from the previous teaching mode where students are simply told the writing skills then write on their own,and teachers comment at last.It means that teachers use their own feelings on writing to guide and activate students' writing experience through dialogues,communication and collisions in class,and that let students acquire knowledge,methods,experience and abilities naturally in the process of thinking and writing.It also emphasizes the mutual inspiration and activation of writing experience and ideas between teachers and students,students and students in the teaching scene.Integrate the idea of "symbiotic writing" systematically into the teaching process of argumentative writing in senior high schools,focusing on students' major problems in the argumentative writing,such as not knowing how to set up points of view,not knowing how to write arguments,and not being able to conduct argumentation,etc.Designing innovative teaching model can effectively improve students' thinking ability of argumentative writing and raise the teaching quality of argumentative writing class in senior high school.Besides,it can find and summarize some general rules of argumentative writing teaching,and provide necessary materials and resources for the construction of teaching system of argumentative writing in senior high school.There are mainly three teaching strategies that can be adopted in the teaching of "symbiotic writing" for argumentative writing in senior high school.The first strategy is deliberating the outline of the problem and making various dialogues to promote the discrimination and reconstruction of the points of view.The next strategy is comparing the positive and negative examples and encouraging deep interactions to activate the imitation structure of the arguments.And the last strategy is refuting the views of other parties and enlightening the development and deepening of the arguments by masterly collision of disparate ideas.It is proved that these three strategies have high maneuverability.We can test the teaching achievement of applying the main strategies of "symbiotic writing" into the teaching practice of argumentative writing from three aspects: feedbacks from teachers' evaluation forms,data from students' anonymous questionnaires and comparisons of students' test scores in writing.The triple evaluation also has a strong guiding significance,from which we can clearly find the advantages of "symbiotic writing" for argumentative writing in senior high school.Of course,we should also pay attention to the following problems in the process of "symbiotic writing" for argumentative writing teaching in senior high school.First,we'd better take all students into consideration as possible as we can in “symbiotic scene”.And then,it is necessary to cut off the irrelevant branches that deviate from the main symbiotic direction in time.At last,we should prevent the symbiosis turning into flashy without substance.These three problems are particularly important as they are the key to success of the teaching practice of "symbiotic writing" for argumentative writing teaching in senior high school.