Study On The Application Of Project-based-learning In Chinese Argumentation Teaching Of Middle School

In the current argumentative teaching,students have a greater sense of time gap in learning because of some argumentative papers are old,and junior high school students are difficult to understand the theory expressed by argumentative papers.They unable to deeply understand the article’s main idea after learning,also can not achieve a better understanding and application.Therefore,we try to introduce project-based learning into the argumentative teaching of junior high school Chinese,taking project-based learning as the method and argumentative articles as the basic content,to carry out teaching design and explore the application effectThe main content of this paper consists of six parts:the first part is the background,method,content,purpose and significance of this research,as well as the research at home and abroad.The second part summarizes the theory of project-based learning in argumentative teaching of junior middle school Chinese.The third part through questionnaire survey and interview to understand the current junior middle school Chinese argumentative teaching status;The fourth part expounds the design idea of project-based learning from the aspects of its basic elements and design process.The fifth part selects specific articles for project-based learning design,and applies the design to practice.After practice,the application effect is analyzed through interview method and classroom observation method.The sixth part analyzes and summarizes the effect of project-based learning on argumentative teaching of junior middle school Chinese.According to the research results,the application of project-based learning to argumentative teaching in junior high school has aroused students’ interest in argumentative learning,highlighted students’ learning subject status,and changed the status quo of traditional argumentative learning divorced from the reality of life.At the same time,in the process of project learning,the ability of group collaboration and interpersonal communication are cultivated.However,due to the influence of practice time and other factors,the effect of project-based learning in argumentative teaching needs to be further explored.