Study On The Teaching Of High School Argumentative Writing In Communicative Context

The composition has always been the focus of Chinese teaching,argumentative writing is the top priority in high school Chinese teaching.With the development of the society,the essay topic of the college entrance examination pays more attention to the critical thinking and logical thinking,and its content is closer to the current events,politics and real life.It follows the trend of The Times and pays more attention to the communication and connection between students and the real world and the real situation.It requires students to pay attention to the profundity,communication and persuasiveness of the content.This coincides with the rise of "Communicative Context Writing Concept" in China.The theory of communicative context writing has attracted the attention of many scholars,which has a certain impact on the traditional concept of writing teaching and brings new research directions and theoretical guidance for writing teaching.But the writing teaching in our country still stays in the "Article Center" writing which pays attention to the writing result for a long time,the writing teaching theory is old and backward.Based on this,this paper will explore and analyze the theory of communicative context writing,analyze the elements,characteristics and internal significance of communicative context writing,and analyze the problems faced by argumentative writing teaching based on the current situation of argumentative writing teaching in high schools.Under the guidance of communicative context writing teaching theory,some effective strategies are put forward to promote the improvement of argumentative writing teaching in senior high schools.This study is divided into four parts:The first part is theoretical analysis: it defines the concept of communicative context writing,analyzes the elements of communicative context writing and the relationship between them,as well as the characteristics and significance of argumentative writing teaching in high school in thecommunicative context.It lays a theoretical foundation for the following research.The second part is the investigation and analysis of the current situation: the problems and attribution of argumentative writing teaching inthecommunicative context.Through the form of a questionnaire survey and teacher interview,this paper investigates the current situation of teachers and students in grade two of a middle school in Hunan Province.Combined with the communicative context writing teaching theory,this paper sets up six inspection dimensions: argumentative writing attitude,teaching status,the authenticity of argumentative writing behavior,the purpose of argumentative writing,the communicative nature of argumentative writing process,and the practicability of argumentative writing results.The interview questions are set from the four dimensions of teachers' argumentative writing teaching status,writing teaching instruction process,writing teaching concept and consciousness,and writing teaching evaluation method.Based on the survey results,this paper analyzes the problems of argumentative writing teaching in the communicative context and finds out the causes of these problems.The third part is the strategy research: to present the results of the survey questions,writing in thecommunicative context of authors,readers,the purpose,topic,language five elements are the basis points,to be argument topic establishment,the guidance of the writing process,composition of the evaluation mechanism as afoothold,explore the communicative context specific strategies of high school Chinese writing teaching to develop argumentative essays.The fourth part is practice reflection: applying these strategies in argumentative writing teaching practice.By integrating the communicative context writing theory and designing "Teaching Cases" on the basis of combining specific strategies,we can harvest the results in the classroom practice and deeply reflect on the teaching results.