Research On The Improvement Strategy Of Argumentative Essay Group Reading Teaching In Junior High School

Language is an important tool for thinking,and the process of language development is also the process of thinking development.The basic feature of argumentative writing is reasoning,which is mostly achieved by the subject through corresponding thinking activities.Chinese curriculum standards of compulsory education(2022 Edition)emphasize the cultivation of students’ thinking abilities,requiring 7th to 9th grades to be able to read simple argumentative papers,distinguish viewpoints and materials through their own thinking,and discover the connections between viewpoints and materials.The importance of reading and teaching argumentative papers is gradually becoming prominent in junior high school.The emergence of group reading teaching method has comprehensively transformed our original reading teaching thinking,presenting multiple texts in front of students with an internal correlation,guiding students not only to study single texts,but also to construct a group reading view,focusing on improving the overall Chinese language quality.This provides a new way for us to innovate the teaching mode of argumentative reading.The study focuses on 960 junior high school students and uses a questionnaire method to understand the teaching status of junior high school argumentative group reading from the perspective of students.At the same time,50 frontline Chinese language teachers were selected for in-depth interviews to understand the teaching status of junior high school argumentative group reading from five aspects: goal design,content selection,organizational form,confusion,and the support and assistance they crave.The research results found that there are the following problems in the reading of argumentative essays in junior high school: the classroom type is chaotic and unclear;The text selection is not systematic;Teaching evaluation is single and inflexible.The main reasons for this are: the definition of the class type for reading argumentative group essays is not clear;Standard answers seriously affect students’ thinking;The teaching concept and awareness of group reading are insufficient.In response to the above issues,the study proposes the following suggestions.One is to choose the type of classroom based on core competencies.Specifically,it includes strengthening cooperative exploration and constructing discussion and research courses;Train logical thinking and construct debate seminars;Accumulate the use of language and construct integrated reading and writing courses.The second is to choose teaching content from the perspective of group writing combination.Specifically,it includes determining the text based on the three elements of argumentative writing;Determine the text based on classroom learning objectives;Determine the text from the perspective of text analysis.The third is to use multi-dimensional methods to select evaluation methods.Specifically,it includes selecting evaluation tasks based on language proficiency;Develop a multi subject joint evaluation system.