Research On Teaching Strategies Of Argumentative Writing In Senior High School Based On Communicative Context

Argumentative writing emphasizes the accuracy of expression and logical rigor,Which is the main style type of daily writing teaching and college entrance examination composition questions.However,under the "baton" of the college entrance examination,the test-oriented concept of argumentative writing prevails,and students’ writing appeals do not get due attention.Argumentative writing of students has long been in a passive state of "toothpaste",lacking enthusiasm and initiative,and argumentative writing has always been the weakness of high school students,the argumentative writing teaching research is particularly necessary.The Chinese Curriculum Standard of Ordinary High Schools（2017 edition）（hereinafter referred to as the new curriculum standard）,the arrangement characteristics of the writing unit in the compulsory textbooks of high school Chinese,and the development tendency of the college entrance examination composition questions are all permeated with the strong communicative context writing concept.Communication context writing,attach importance to the communicative attributes of writing,by creating a real or realistic communication situation,the topic,author,reader,task,purpose,language and other communicative elements into the writing teaching.At the same time,communicative context writing emphasizes fully considering the influence of subjective and objective environment factors on real communication in specific language situations,and constructs a meaningful discourse that can be accepted and understood by readers.In view of this,this study analyzes the implementation basis of the combination of communicative context writing theory and high school argumentative writing teaching,based on the elements of communicative context writing,and summarizes the significant advantages of high school argumentative communicative context writing teaching.In addition,through the questionnaire survey,the current situation of argumentative writing teaching and learning in Huaibei F Middle School is analyzed,and the outstanding problems existing in argumentative writing teaching in senior high school and the causes of the problems are summarized.Finally,relying on the elements,characteristics and advantages of communicative context writing,the effective teaching strategy of argumentative communicative context writing in high school is put forward,in order to provide some useful reference for the current argumentative writing teaching to get out of the predicament.The full text is divided into four parts:The first part is introduction.To deeply explores the theories and writings related to communicative context writing and summarizes the necessity,and feasibility of applying communicative context theory in argumentative writing teaching in senior high schools.Firstly,on the basis of sorting out and summarizing the literature,this paper systematically reviews the development of communicative context writing theory,and probes into the theoretical and practical research on communicative context at home and abroad.Secondly,based on the review of relevant research at home and abroad,sorts out the elements of communicative context writing and summarizes,the theoretical and practical significance of communicative context for argumentative writing in high school.The second part is the implementation basis of the combination of communicative context and argumentative writing in senior high school.By tracing the theoretical and practical basis of the combination of communicative context writing and argumentative writing in senior high school,taking the new requirements of the new curriculum standard for writing teaching as the logical starting point,starting from the characteristics of the writing unit arrangement of senior high school Chinese compulsory textbooks in the people’s Education Edition,and analyzes the internal relationship between text reading,writing teaching and communicative context,and points out the significant advantages of communicative context writing teaching in senior high school argumentative writing.The third part is the survey on the current situation of argumentative essay writing teaching in senior high schools based on communicative context.Relying on Huaibei F Middle School,Observe and Analyze the current situation of high school argumentative writing teaching.The specific steps are as follows:Guided by the concept of communicative context writing,seven survey dimensions are designed from the perspective of students.They are the argumentative writing attitude of high school students,the cognition and writing status of argumentative writing,the authenticity of students ’argumentative writing behavior,the communicative nature of students’ argumentative writing process,the practicability of argumentative writing results,the concept and expectation of argumentative writing teaching evaluation,the confusion and idea of argumentative writing.From the perspective of teachers,five survey dimensions are designed.They are the teachers ’attitude and meaning cognition of argumentative writing,the understanding and view of communicative context writing concept,the understanding of the current situation of students’ argumentative writing,the teaching status of argumentative communicative context writing,and the evaluation methods and views of argumentative writing.In addition to the questionnaire survey,the status of argumentative writing teaching in Huaibei F Middle School was analyzed in depth through classroom observation,communication between teachers and students and self-reflection.From the conclusion of the investigation,there are gratifying aspects:such as teachers can realize that argumentative writing for cultivation the importance of student thinking quality,communicative context theory is gradually entering the high school writing teaching classroom.There are also some regrets:such as lack of interest and motivation in argumentative writing;lack of teaching guidance;weak awareness of communicative context;and monotonous evaluation criteria and methods of argumentative writing.By analyzing the reasons of the problems,the following factors are obtained:the argumentative writing teaching lacks systematic teaching material guidance;the exam-oriented concept of argumentative writing teaching is prevalent;and the communicative context writing has not been put into practice.The fourth part is the Strategy on teaching argumentative essay writing in senior high schools based on communicative context.Review the current situation of argumentative writing teaching,and explore the effective teaching strategies in view of the problems existing in high school argumentative essay writing.With the five elements of communicative context writing,namely,topic,author,reader,purpose and language style as the starting point.Put forward four aspects of teaching implementation strategies:Teaching of argumentative writing should be guided by student development;Use the concept of communicative context writing to guide the teaching of argumentative writing;Arrange the task of argumentative writing teaching based on communicative elements;Optimize the evaluation criteria and methods of argumentative writing teaching.