On The Teaching Strategy Of Argumentative Writing In Senior High School

Chinese,as a basic discipline,is both humanistic and instrumental.Composition accounts for half of the country in Chinese teaching.Students’ writing ability is also a comprehensive reflection of Chinese literacy,it can improve students’ ability of language application and presentation skills and it also plays a vital role in the development of students’ intuitive thinking,logical thinking and creative thinking.Based on the previous research and combined with the specific teaching practice,this paper discusses it from the following three aspects.First of all,it gives an overview of the teaching of argumentative thesis writing in senior high school,and analyzes the current situation of research at home and abroad.The concept is defined from the aspects of argumentative thesis,writing and argumentative writing teaching.And the formal logic,speech life dynamics and process teaching method in logic are combined with the discussion of argumentative writing teaching strategies.Secondly,in order to truly understand the current teaching situation of argumentative writing in senior high school,this paper uses the methods of interview and questionnaire to select some students from the senior high school during the internship period to conduct a survey.After collating the data and statistical analysis,it is found that the senior high school students are not interested in argumentative writing;the subject is not clear and the idea is not novel;the argumentation method is single;the argumentation structure is lack of logic;the article language is lack of literary talent and other problems.After interviewing several Chinese teachers in this high school,it is found that there are the following problems in writing teaching methods: outdated propositional materials,lack of targeted guidance,neglect of composition evaluation and so on.After the investigation,the reasons behind the current situation are analyzed from the two aspects of students and teachers.Finally,combined with the above investigation and analysis,the paper puts forward several specific strategies for the teaching of argumentative thesis writing in senior high school: before writing,adopt effective propositions to stimulate students’ interest in writing and carry out various activities to improve their enthusiasm in writing;in the process of specific writing teaching,combined with classroom explanation and practice,carry out guidance on the writing methods of argumentative writing,including: accurate examination of the topic;a variety of argumentation methods;Exquisite structural layout;distinct language colors.In the guidance of writing methods,combined with the actual classroom teaching,special training should be carried out in every link from the idea of topic examination to the layout of the text,so as to find and solve the students’ problems in the process of writing in time.And combined with the current educational concept to explore the principles and models of composition evaluation,guide students to participate in the process of composition evaluation,and carry out composition evaluation lectures.In the process of "teacher guidance-student mutual evaluationdiscussion exchange-display summary-self-evaluation promotion",we will constantly improve our composition and improve the writing ability of argumentative essays.It is hoped that the discussion of the teaching strategies of argumentative writing in senior high school will play a role in the improvement of students’ argumentative writing ability.