Research On The Teaching Of Argumentative Essay Writing In High Schools From The Perspective Of Deep Learning

At present,the teaching of argumentative essay writing in high schools still cannot get rid of the shackles of test-oriented education,and the problems of stylized and patterned teacher teaching and the shallow,stereotyped,and lack of real writing of students’ argumentative essay writing are becoming increasingly prominent.With the continuous advancement of the reform of Chinese education and teaching in our country,the current situation of argumentative essay writing teaching in high schools runs counter to the concept of cultivating morality and promoting meaningful learning among students in the "High School Chinese Curriculum Standards(2017 Edition and2020 Revision)"(hereinafter referred to as the "New Curriculum Standard").In this context,the introduction of deep learning teaching concept is helpful improve the patterning and shallowness problems in argumentative writing teaching.The study of this thesis is divided into four parts.The first part is the introduction.The author mainly expounds the research background based on the requirements of the times for talents and the concepts and requirements of high school Chinese curriculum standards.This paper reviews the research status of argumentative essay writing teaching and deep learning theory in high schools.Summarize the theoretical and practical significance of this research topic;This paper introduces the three research methods used in this paper:literature research,questionnaire investigation and teacher interview.The second part is an overview of the teaching of argumentative essay writing in high schools from the perspective of deep learning.This chapter first defines the concept of deep learning,so then to summarize the characteristics of argumentative essay writing teaching in high schools from the perspective of deep learning.Secondly,the implementation basis for deep learning in high school argumen tative writing teaching is analyzed from four aspects: curriculum standards,students’ "shallow" thinking and learning emotions,the need to achieve students’ subjectivity,an d the need to cultivate students’ social emotions.Finally,the theoretical basis of deep learning for high school argumentative essay writing:metacognitive theory and situational cognitive theory is clarified,and the practical value of high school argumentative essay writing teaching under the guidance of deep learning concept is expounded.The third part is a survey of the current situation of argumentative writing teaching in high schools.Taking three different prefecture-level high schools in Guangxi as the research object,this paper investigates the current situation of argumentative essay writing teaching in high schools from the perspective of deep learning through student questionnaire survey and teacher interview.Based on the survey data,the author analyzes the advantages and disadvantages of current high school argumentative essay writing teaching from the levels of students and teachers.At present,the dilemma of argumentative essay writing teaching mainly lies in the fragmentation of teachers’ teaching,the superficial thinking of students,and the lack of students’ writing awareness.Finally,the author analyzes the reasons for the shortcomings and proposes that the root causes of the above dilemma are:the lack of a systematic and complete teaching system in argumentative essay writing teaching,the lack of attention to individual life awareness in writing teaching goals,the lack of depth thinking training in writing teaching,and the lack of teaching evaluation to highlight the overall development function of individuals.The fourth part focuses on the teaching strategies of argumentative essay writing in high schools from the perspective of deep learning.In view of the problems found in the survey,such as the fragmentation of teachers’ teaching,the superficial thinking of students,and the lack of students’ writing awareness,the author proposes problem-solving strategies such as in-depth composition of suggestion essay writing topics,creating situations,development of critical thinking,and establishment of an in-depth evaluation system for argumentative essay writing,reflecting the important auxiliary role of deep learning concepts in the teaching of argumentative essay writing in high schools.In order to test the feasibility and effectiveness of the strategy,the author empirically verifies from the aspects of students’ works and after-class feedback through heterogeneous lessons in the same class.Fanally,it was congfirmed.Conclusion: Summarize the research ideas and process,put forward the shortcomings of the research,and then explain the author’s prospects for the future of argumentative writing teaching in high schools.