The Ministry Of Study On The Teaching Of Group Text Reading Of Argumentative Essays In Senior High School

Argumentative essay is always an important position in Chinese reading teaching and plays an important role in the formation of students’ core quality.The textbooks will be used in pilot cities in 2019 and nationwide in 2022.Compared with the teaching version of senior high school Chinese textbooks,the ministry edition of senior high school Chinese textbooks has its unique arrangement,but also put forward new requirements for argumentative Chinese reading teaching.This paper takes the teaching of argumentative text reading in the Chinese textbooks of high school as the research object,the full text is divided into four chapters.The first chapter is "the selection of high school argumentative essays and the teaching value of group reading".After sorting out the high school Chinese textbooks of the partial edition and the human education edition,it sums up the prominent changes of the argumentative essays in the partial edition of the high school Chinese textbooks in three aspects: the essay selection system,the aid system and the operation system.The characteristics of the essay selection system are as follows: increasing the proportion of the essay selection,having both the classic and The Times,reflecting the teaching focus of argumentative essay reading,related writing of the essay selection,increasing the logical knowledge unit;The characteristics of the student aid system are: the prompt is specific and clear,more operational;There is a gradient in learning focus;The characteristics of the operating system are: the integration of the arrangement way,diverse types of work.The value of argumentative essay reading teaching lies in: cultivating students’ thinking quality and improving their Chinese core quality;Enhance students’ reading consciousness,increase students’ knowledge reserve;Cultivate group reading ability,develop group reading habit;Pay attention to argumentative language characteristics,improve students’ aesthetic ability;Change teachers’ reading teaching concept and promote teachers’ professional growth.The second chapter is "the investigation and analysis of the teaching status of group text reading in the high school argumentative essay." Through the questionnaire survey on the teachers and students of Songshanhu School of Dongguan Middle School and Taozhou Middle School of Siyang High School,it is found that the students have the problems of lack of interest,poor learning initiative,solidification of thinking and lack of learning ability.There are some problems for teachers,such as traditional teaching method cannot arouse students’ interest in learning,lack of understanding of group text theory and ineffective teaching effect of group text reading.The reasons for these problems are: students’ "sponge" way of thinking,students’ lack of logical reasoning knowledge and teachers’ lack of argumentative teaching knowledge.The third chapter is "the theoretical strategy of teaching argumentative essay group text reading in high school." This chapter expounds the teaching objectives,principles and reading methods of argumentative group text reading.The goal is to deeply analyze argumentative essay knowledge,improve students’ ability to read argumentative essay,and cultivate students’ thinking quality;The principle is to emphasize the principal position of students,find the right Angle,step by step;The reading methods are seeking reading,positioning intensive reading and comparative reading.The fourth chapter is the strategy of teaching argumentative essay group text reading in high school.Based on the textual characteristics of argumentative essays,the elements of group reading teaching and relevant theories,the strategy is set as "preemptive learning" strategy.Integrate teaching materials and select topics;Reasonable selection and optimal combination;Collective construction and consensus;According to the characteristics of the discussion text,choose a model.