Research On The Performance And Teaching Strategies Of Argumentative Writing Of Senior High School Student

Argumentative essays are an important carrier to show personal thinking ability and thinking quality,and argumentative essay writing has always been the key teaching content in senior high school.Since high school students have distinct intergenerational differences,and there are not small differences in the academic conditions of different regions and even different schools,it is necessary to be specific to a certain group of high school students in order to master the performance of argumentative writing in order to adopt scientific and reliable teaching strategies.This is an important prerequisite for improving the pertinence and effectiveness of argumentative essay teaching in senior high schools.This paper condenses the analytical dimensions from the curriculum standards,examination instructions,composition scoring standards,and literature,and selects typical representations to construct an analytical framework that includes three elements: argument,argument,and language.And taking 322 argumentative essays written in the third grade of N Middle School in Shanghai as the research sample,the samples were divided into four different levels of A,B,C,and D according to the scores of the exercises from high to low.It also conducts data statistics and quantitative analysis of the samples from the three dimensions of argument establishment level,argumentation process,and language expression,investigates and describes the differences in the performance of argumentative essay writing by students of different levels,and summarizes the characteristics of senior high school students’ argumentative essay writing level.On this basis,this paper combines the actual differences,problems and characteristics of students’ writing,and proposes corresponding teaching strategies,in order to provide reference and reference for improving the effectiveness of argumentative writing teaching in senior high schools.The study found that in terms of the level of expression of students’ arguments,through the inspection of the clarity,relevance and thinking quality of the arguments,it was found that the students’ arguments were generally not clear enough,and there were significant differences among students in the degree of clarity of the arguments.Most students are able to follow the material,but their awareness of concept definition is generally not strong.In terms of thinking quality,there are very significant differences among students,and most of the students’ arguments lack originality.In terms of argumentation level,students can skillfully use factual arguments and theoretical arguments to assist in reasoning,and the sources of factual arguments are diverse and cover a wide range of fields.The argumentation methods used by students are mainly examples and citations,and the thinking methods used are focused on causal thinking and classification thinking.The level of causal thinking is relatively high,and there are obvious loopholes in the level of classification thinking.In terms of argumentation logic,the consistency between the evidence and the argument needs to be improved,and the sub-argument is basically consistent with the central argument.In addition,in terms of argument language,students lack the tempering of words,and the accuracy of language needs to be improved.Some students can flexibly use a variety of sentence patterns,but many students have a tendency to solidify their sentence patterns.As a whole,there are phenomena such as colloquialism and mixed text and vernacular in the discourse,and there is still a lot of room for improvement.Based on the above content,it is further proposed that strategies such as enhancing reader awareness,building writing supports,and strengthening thinking training should be used in teaching to improve the pertinence and effectiveness of argumentative essay teaching.