Research On Teaching Action Of Argumentative Writing In Senior High School

Writing is one of the most common form of communication.It can convey information and express emotions.For students,writing teaching is the emotional touch,the stimulation of writing interest and the cultivation of writing habits,and the comprehensive improvement of the core qualities of the subject.From the teacher’s perspective,writing,especially essay writing,should be the highlight of Chinese teaching in high schools,Contrary to it,writing teaching in senior high school has great blindness and randomness,lack of scientific and efficient teaching strategies and orderly and rigorous training plan.This paper will take "writing teaching strategy" as the research content,go deep into teaching practice,In order to discover problems,analyze causes,put forward assumptions,formulate and implement measures,reflect and improve measures,trying to provide some useful suggestions for the teaching of argumentative writing.There are four parts in this article.The first part is the introduction.The last three chapters are the questionnaire survey,action research and conclusion.The main research ideas are divided into three steps:the first step is to investigate the current situation of senior high school argumentative writing teaching.For the part of questionnaire survey,the author will adopt a careful and rigorous attitude to complete the collection and collation of data and information,and use scientific and authoritative way to deal with and analyze the data.From the perspective of teachers and students,the current situation of senior high school thesis writing teaching is analyzed,with the intention of identifying problems,attributing the causes and seeking solutions.The second step is the plan and implementation of action research.Teaching objectives of argumentative writing in Senior High School is determined by interpreting the curriculum standard,combing the teaching materials and analyzing the scoring standard of college entrance examination composition.According to the results of the current investigation,we put forward the hypothesis of the problem and make the teaching plan.Choose appropriate writing teaching strategies,use them in the real classroom,get feedback in time,reflect on the teaching,and adjust the teaching plan flexibly.The whole action research is divided into three rounds,which can be summarized as basic stage,development stage and improvement stage..The third step is to summarize the results of action research and reflect on it.To test the truth with practice,try to build a scientific and efficient writing training sequence,build the basic framework of high school argumentative writing teaching,and provide reference for the front-line Chinese teachers.Based on the previous research results of this research,it has systematically demonstrated the determination of teaching content,the selection and application of teaching strategies and the optimization of teaching ideas in the teaching of argumentative writing.This study provides a new teaching mode,focusing on the training of students’ thinking and breaking unnecessary rules and regulations,the teaching of argumentative writing is based on the cultivation of students’ Chinese core literacy,and has achieved gratifying teaching results.Taken together,this research is of great significance to improving the teaching quality of argumentative writing and cultivating students’ core Chinese literacy.