A Research On The Teaching Of Argumentative Reading In Junior High School

The number of argumentative articles in the unified edition of junior high school Chinese textbooks is more than that in the People's Education edition of junior high school Chinese textbooks,and the academic and educational circles pay more attention to argumentative teaching.With the increase of research on the teaching of reflective reading,researchers agree that it is highly feasible to teach reflective reading of argumentative essays,but there are still many problems in the actual teaching.Based on this,the research objects of this paper are the teachers and students of the middle school of Shiji Jinyuan School affiliated to Yunnan Normal University.This paper analyzes the current situation of argumentative reading teaching in Shiji Jinyuan School affiliated to Yunnan Normal University by means of literature research,questionnaire survey and case analysis,finds out the existing problems and analyzes the causes of the problems,and then puts forward corresponding improvement strategies and teaching design examples according to the problems.It is hoped that it can provide a favorable reference for Chinese teachers and other front-line teachers in the teaching of argumentative reading,so as to promote the improvement of the teaching quality of argumentative reading.This paper is divided into five parts,including the introduction and four chapters.In the introduction,the discovery,present situation,significance and method of this research are discussed.The first chapter defines the concept and connotation of argumentation,reflective reading and reflective reading teaching in the unified edition of junior high school argumentation reading teaching,analyzes the content of the textbook,and discusses its teaching value and theoretical basis.The second chapter investigates the current situation of dialectical reading teaching of Chinese argumentative essays in junior middle school of Jinyuan School affiliated to Yunnan Normal University,and finds out the existing problems through analysis,and deeply analyzes the reasons behind the problems.The third chapter elaborates the concrete improvement strategies of argumentative reading teaching,which are carried out from three levels of school,teacher and student.The fourth chapter takes "Doubt and Knowledge",the fifth unit of the first volume of Grade 9,as an example to carry out the instructional design example of the reflective reading teaching of argumentation in junior high school.