A Study On The Design Of Learning Environment For Writing Argumentative Essays In Senior High School

Under the background of the era of knowledge economy,the society has put forward higher requirements for the comprehensive quality of talents.The traditional teaching mode centering on "teaching" has been unable to adapt to the new requirements of today’s society for talents.The new curriculum,new textbooks and new college entrance examination have put forward new requirements for the transformation from "teaching" to "learning".The traditional teaching mode of argumentative writing in high school Chinese is time-consuming,ineffective and does not pay attention to students’ subjectivity.Based on Jonathan’s theory of learning environment design,this study constructs a learning environment for argumentative writing in high school,changes the traditional teaching mode of argumentative writing,and tries to break through the dilemma of the traditional teaching mode of argumentative writing in high school.This study firstly analyzes the course requirements of argumentative essay in the Curriculum Standard of Ordinary High School(2017 Edition,2020 revision)and the argumentative writing task in the unified edition of high school Chinese textbooks,and then investigates and analyzes the teaching status of argumentative essay writing in practice schools.Secondly,based on Jonathan’s learning environment design theory,this paper constructs a learning environment design model for argumentative writing in high school,and explains the design points of this model by referring to Writer’s Choice,an American writing textbook.Then,this model is applied to the writing task of Unit 6 "Discussion should be targeted" in the first volume of compulsory high school Chinese in the unified edition edition,and case design is carried out.The writing learning environment design case of "Argumentation should be targeted" mainly designed the writing task situation of selecting the "best talker";A supporting case is designed;Cognitive tools such as "positive-negative-positive" thinking demonstration table and pyramid thinking map are designed.Finally,this case is carried out during the internship,reflecting on the design model of the learning environment for argumentative writing in high school according to the actual teaching situation.From the perspective of implementation effect,the design model of learning environment for argumentative writing in senior high school has a positive effect on improving students’ interest in argumentative writing.The model attaches importance to the whole process of students’ argumentative writing,and provides corresponding support for students at each stage from conception to publication,which reflects students’ dominant position and realizes the transformation from "teaching" to "learning" to a certain extent.The model can support the development of students’ thinking ability and help them to improve their argumentative writing ability.However,the model also has some shortcomings: the design model of learning environment for argumentative writing in high school takes a long time and puts forward higher requirements for teachers’ abilities in all aspects.This study is still in the exploratory stage.It is designed and implemented only with Unit 6 "Discussion should be targeted" in the first volume of compulsory high school Chinese in the Unified edition as an example.The number of cases is small and the feedback effect is limited.In the future teaching practice,we will continue to optimize the design model of the learning environment for argumentative writing in high school,and carry out more case studies on the design of the learning environment for argumentative writing in high school,so as to enrich the theory and practice of the design of the learning environment for argumentative writing in high school,so as to provide inspiration and reference for the teaching of argumentative writing in high school.