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

For a long time,in the process of writing teaching,teachers pay too much attention to the guidance of skills and ignore the humanistic characteristics of writing.Argumical writing in the communicative context means that the author conducts argumentative writing activities in the real communicative situation.Argumentative writing based on communicative context is the process of dialogue between the author in the context.It is a person’s perception and thinking of social public order and good customs,objective all things and subjective life,and realizes the improvement of core quality through text creation and discourse construction.This paper focuses on argumentative writing in the communicative context of high school,combined with the theoretical basis of constructivism,and puts forward the teaching strategy of communicative context argumentative writing suitable for high school students,in order to improve the core Chinese literacy of high school students.This paper is mainly divided into five parts.The first part is the introduction,including the research background,research status,research purpose and significance,research methods,asking questions and making theoretical assumptions.In this part,the author is based on professor Rong Weidong’s writing theory of "communicative context" and relevant reference documents.The second part defines and analyzes the concept of communicative context and high school communicative context,as the basis of strategic research.This part includes three aspects: basic communicative context writing,theoretical basis of high school argumentative writing in communicative context,and teaching significance of high school argumentative writing based on communicative context.At the same time,this paper expounds constructivism theory,functional linguistics theory,Turmin argumentation model theory,and explains the relationship between these theories and communicative context argumentative writing.In the form of questionnaire survey,the author understands the argumentative writing of teachers and students in the communicative context,including survey data analysis,finding problems and thinking about problems.After investigation,the author found that the problems in argumentative writing in high school communicative context are mainly caused by the rigid teaching methods of writing,vague teaching objectives and single evaluation methods of teachers.In view of the above problems,the author provides specific and feasible teaching strategies from the six aspects of determining the communicative purpose,building the writing support,clarifying the communicative context,strengthening the writing expression,deepening the reader consciousness,and combining the analysis of the college entrance examination and the popular communicative context.The author designs the teaching plan of argumentative writing in high school communicative context,and takes it as the basis for practice,and obtains the teaching reflection of argumentative writing in communicative context from the teaching practice experience.This teaching practice can better achieve the teaching goal,but there are still some problems of insufficient time for writing and weak accumulation of students’ extracurricular reading,which need to continue to study and discuss.