Research On Teaching Strategies Of High School Argumentative Writing From The Perspective Of "Life"

Writing is the concentrated embodiment of students’ key competencies among which argumentative writing needs to arouse students’ logical thinking,deepen their understanding of a certain thing through writing,and often writing argumentative writing is conducive to the improvement of students’ thinking ability.The law of the People’s Republic of China Ministry of Education,ordinary high school language curriculum standards(2017 edition)"in" objective "the basic idea,learning advice section,reflect the" life "and what the concept of the close contact of writing,the corresponding weave in this content,both in the selection system and read system,the"life "and the high point of contact to develop argumentative essays are obvious.However,in high school argumentation writing,students often seek for ready-made materials,develop the habit of "only bury their head in books" instead of "looking up at the road",ignore the content that can be discussed in life,and also give up the opportunity to exercise their thinking in life.Today,with the development of the information society,modern high school students are required not only to acquire knowledge and skills,but also to be able to think is an indispensable part to support their lifelong learning and progress.And extension of the extension of "Chinese learning is life",the wisdom of life contains the argument writing,reading and writing,teachers guide students through the creation of scenarios for various language practice activities,etc to make the students think the deepening of life events,a targeted select material,completed and argument writing thinking of life,in the process of this exercise the students’ logical thinking,enhance the students’ thinking ability,deepen the degree of perception of life,is conducive to the development of students’ core accomplishment.The argumentative teaching from the perspective of "life" has enriched the connotation of the former argumentative teaching,changed the fixed teaching mode of the former argumentative teaching,integrated argumentative teaching with life,and enabled students to write in life and live in writing.The first chapter mainly discusses the content of the new Curriculum Standard of2017,in which the embodiment of "life style" and argumentation teaching in senior high school is discussed.Then,the course standard is extended to the textbook,which discusses the task group and writing unit of argumentative writing,and summarizes the contact point between "life style" and argumentative writing.The second chapter mainly adopts the method of investigation and research to issue questionnaires to high school students and interview teachers,and summarizes the problems existing in high school argumentative writing,as well as teachers’ views and suggestions on the combination of argumentative writing and "life style".The third chapter is the explanation of teaching strategies,mainly from the perspective of "life-oriented" consciousness,"life-oriented content" and "life-oriented way" to study the teaching strategies of high school argumentation from the perspective of "life-oriented".The conclusion points out the shortcomings of this paper and the future research direction.lack of cooperation ability and sense of cooperation,solidification of thinking ability,and weak ability of practical exploration,and shows the specific application steps of the project pedagogy in composition teaching in the form of practical examples,thus further confirming the operability of the project pedagogy combined with composition innovation.These five types of projects are: basic lecture projects to consolidate students’ basic knowledge,thought enhancement projects to address students’ creative thinking,cooperative learning projects to enhance students’ communication skills,observation projects to develop students’ innovative thinking habits,and empirical research projects to encourage students’ innovative expression.The third chapter focuses on examples and analysis of lessons that combine project pedagogy with composition teaching.Based on the application of the project pedagogy in the open class "Moving Topics Essay",the advantages and problems of teaching in the six sessions of the three lessons are analyzed,so as to better understand the practical operation of the project pedagogy in the application of composition teaching,and to promptly check the gaps and fill in the gaps and make improvements.The project teaching method in this article is based on the research of "project learning" proposed by the 2017 general high school language curriculum standards,combined with the relevant theoretical basis,and then developed and perfected,breaking the traditional teacher-led teaching mode of the composition classroom,encouraging cooperative writing,developing innovative potential and activating innovative thinking,so as to continuously improve the level of composition innovation of high school students.