Research On The Thinking Training Of High School Students' Argumentation Writing

In argumentation writing teaching,the author finds that the most common problems for senior high school students in argumentation writing are the lack of substance,disorder,superficial point of view,unclear logic and the lack of critical thinking skills,which result in high consumption and low efficiency in the argumentation writing teaching.However,middle school teachers generally lack professional knowledge and skills related to logical thinking,so they can not carry out systematic and effective thinking training in teaching practice.Based on the author’s teaching experience in Guangdong Liangyang High School,this paper makes an in-depth analysis of the students’ argumentative writing situation and probes into the problems in their thinking skills.According to that,the author tries to provide different teaching strategies from three different stages,which are preparation,application and development of writing activities.It will help Chinese teachers cultivate students’ thinking skills,arouse their enthusiasm for writing,provide practical methods for reference,expand students’ writing ideas,enhance students’ communicative awareness and improve their argumentative writing.This paper is divided into five chapters:Introduction part is the introduction,which mainly explains the reasons for selecting the topic,the purpose and significance of the research,lists the relevant literature at home and abroad and introduces the research ideas and methods.The first chapter is mainly about the concept discrimination.The author explains and identifies the core concepts,such as argumentation,argumentation writing teaching,thinking,thinking ability training and so on.Chapter two investigates the current situation of thinking training in argumentative writing for senior high school students by means of questionnaires and interviews,and makes in-depth analysis of the data and information obtained from the survey,so as to show in detail the problems existing in the teaching of argumentative writing for senior high school.Based on the investigation and analysis of Chapter two,chapter three combines the thinking characteristics of senior high school students,the requirements of new curriculum standards and examination syllabus for argumentative teaching,the setting of thinking training in the teaching materials of the People’s Education Press,and the role of thinking training in argumentative writing teaching to further clarify the necessity of thinking training in senior high school argumentation writing.Chapter four based on the analysis of the current situation and problems in the third and fourth chapters,puts forward relevant teaching strategies in three different stages: preparation,application and expansion of argumentation writing.Chapter five analyses the teaching practice of argumentative thinking training,compares the teaching design of thinking training lesson with that of traditional composition evaluation lesson,summarizes the advantages and disadvantages of argumentative writing thinking training teaching according to the teaching practice,and points out what should be paid attention in the process of thinking training.