The Application Of Miniaturized Writing Teaching Theory In The Teaching Of Argumentative Writing In Senior High School

According to a survey,there are very few writing classes in real Chinese classes.Even if there are writing classes,they are too systematic in their pursuit of writing,and their teaching effects have long been in a state of inefficiency or ineffectiveness.This is due to the complexity and subjectivity of writing learning itself,resulting in the current situation of teachers’ unwillingness to teach and students’ unwillingness to learn.Writing teaching is often marginalized in high school Chinese teaching activities.This situation is also common in the teaching of argumentative writing in high schools.As an important writing style in high school,argumentative writing plays an important role in cultivating students’ expressive ability and logical thinking.In order to improve the current situation of teaching argumentative writing in high school,the author provides a supplementary guidance for analysis of the current situation of teaching argumentative writing in high school miniaturization and based on the theory of miniaturized writing teaching.Miniaturized writing teaching starts from students’ writing problems,and does not take serialized and systematic knowledge as the main reference for teaching objectives.It achieves the transformation from focusing on curriculum knowledge to focusing on students’ writing problems,and miniaturizes teaching elements such as teaching objectives and teaching content,aiming at solving problems that arise in students’ writing.This article mainly consists of several parts,such as introduction,text,and conclusion.The introduction part introduces the origin of this study,explores the research significance,current research status,and research methods of micro writing teaching theory.The main body is mainly divided into four chapters,with the specific content of each chapter as follows:The first chapter defines the relevant concepts of micro writing teaching,clarifies the difference between micro writing and micro writing,introduces the connotation,basic characteristics,and theoretical basis of micro writing teaching,as well as the implementation of micro writing teaching in senior high school argumentative writing teaching.The second chapter conducts a questionnaire survey with students from the school where the author works as an intern,interviews teachers,and analyzes the current situation,problems,and causes of argumentative writing teaching in high schools.In Chapter 3,through the analysis in Chapter 2,we find that the current problem in teaching argumentative writing in high school is the lack of a specific learning environment,and the lack of process guidance in teaching.According to the requirements of the Chinese language curriculum standards for ordinary high schools,the author takes the academic situation as the main reference,combines the relevant theoretical knowledge of micro writing teaching with the unified edition of textbooks,and explores the specific practical strategies of micro writing teaching in the teaching of argumentative essays in high schools.Determine teaching micro goals and develop teaching content from the learning situation and teaching materials.According to the stylistic characteristics of argumentative essays,improve the teaching process by creating situations,building scaffolding,and formulating composition evaluation standards,with a view to improving the current inefficient situation of argumentative writing teaching in high schools and providing an implementable strategic guidance for current writing teaching.The fourth chapter reflects on the research of micro writing teaching practice through analyzing the cases of famous teachers and specific teaching practice cases.The conclusion summarizes the full text and reflects on the shortcomings of the research.From the perspective of miniaturized writing teaching,combined with the characteristics of argumentative writing style,and based on the teaching intent of argumentative writing in the unified edition of high school Chinese textbooks,this article aims to establish the depth and breadth of writing teaching objectives on the basis of students,striving to solve the current problems in teaching argumentative writing in high school and providing effective guidance for the teaching of argumentative writing in high school.