Research On Teaching High School Argumentative Writing Based On Mind Mapping

Among various literary genres,argumentative writing is most closely related to thinking,with argumentative teaching being the main focus of Chinese language in high school.Argumentative teaching is a direct manifestation of thinking activities and a process of refining and enhancing thinking,with strong plasticity.In recent years,with the continuous deepening of education reform,the importance of mind mapping has become increasingly prominent.It has become an effective tool for high school students to learn,which can help them better organize and organize the content of their articles.Therefore,this article applies mind mapping as an auxiliary teaching tool to the teaching of high school argumentative writing,and attempts to propose specific teaching strategies or methods for mind mapping in high school argumentative writing.This article consists of five parts.The first part is the introduction,which summarizes the specific situation of this study.The introduction briefly discusses the origin of the topic,the purpose and significance of the research,the definition of concepts,the current research status and level.The second part is an analysis of the conceptual stage of high school argumentative paper review and the proposal of strategic methods.Firstly,identify the significant issues in high school argumentative essay review and intention teaching from the perspectives of teachers and students;Secondly,explore the role of their mind maps in problem-solving and problem-solving;Finally,propose strategies for the teaching stage of mind mapping and high school argumentative paper review,and showcase student cases.The third part is an analysis of the conceptual stage of high school argumentative writing and the proposal of strategic methods,with the same structure as the second part.The fourth part is an analysis of the revision and evaluation stage of high school argumentative papers and the proposal of strategic methods,with the same structure as the second and third parts.The fifth part is the practice of teaching argumentative papers in high school under the guidance of mind mapping.We adopted an experimental approach to test the results of the experiment.Based on the existing problems in argumentative writing in high school,this study uses the characteristics of divergent,logical and external schematization within the mind map to help students improve the level of argumentative writing,ultimately achieve the "thinking development and improvement" of students,and implement the core literacy of Chinese discipline.There are three important links in the teaching of high school argumentative papers,namely,reviewing questions,formulating ideas,and revising comments.In the conceptual stage of question review,based on the divergent and hierarchical nature of the mind map,the core idea of the material is grasped through thinking training and keyword search,with a focus on training students’ conceptual thinking;In the conceptual stage of writing,based on the logic and schematization of the mind map,a mind map is drawn within the framework of thinking,visualizing students’ invisible thinking;During the revision and evaluation stage,use the schematization of mind maps to clarify students’ thinking,re examine the writing of argumentative papers,and analyze the rationality and accuracy of argumentation.This study adopted a controlled experiment approach and concluded that mind mapping,as an auxiliary tool for high school argumentative teaching,can improve students’ ability to write argumentative papers through pre and post controlled experiments.From the experimental results,it can be seen that this experiment verifies the promoting effect of mind mapping on high school argumentative writing teaching,which can significantly improve students’ writing ability and level in the short term.In the stage of problem-solving and brainstorming,after using mind mapping teaching,students are more accurate in problem-solving and have more profound ideas;In the conceptual stage of writing,the structure of the article is relatively complete,the adaptability of arguments and arguments is further improved,and the logic is more rigorous;Revising the comment level.