Research On The Teaching Of Argumentative Essays And The Development Of Thinking Ability In Junior Middle School

The “Chinese Language Curriculum Standards for Compulsory Education(2022Edition)”proposes“thinking ability”as the core connotation of Chinese language literacy,and proposes the overall goal of “initially mastering thinking methods such as comparison,analysis,summary,and reasoning,dialectical thinking about problems,and improving visual thinking ability”in the Chinese language curriculum objectives.The teaching of argumentative writing is the main content of middle school Chinese language teaching.As a practical argumentative style,argumentative writing has strong logic and reasoning and is an important ways for training students’ thinking ability.Taking the development of thinking ability as the curriculum goal of argumentative teaching is beneficial for improving students’ ability to analyze,understanding,as well as the spirit of dialectical criticism and playing the multifunctional and foundational role of Chinese language courses.This article adopts three research methods,which are literature research,questionnaire survey,and classroom observation.The research object is "Teaching and Thinking Ability Development of Chinese Argumentative Papers in Junior High Schools in the Ministry Edition".It investigates the current teaching situation of argumentative papers among junior high school Chinese teachers and the learning situation of ninth grade students in Luanchuan County.Through research,it is found that there are obvious problems in the teaching of Chinese argumentative papers in junior high schools and the cultivation of students’ thinking ability,especially lacking of the awareness of integrating them.In response to the practical problem of developing students’ thinking ability in the teaching of Chinese argumentative essays in junior high schools,combined with advanced educational concepts,we should transform our thinking and cultivate awareness;Optimize teaching objectives;Innovative teaching methods;Propose specific and effective feasible strategies for integrating teaching content and enriching teaching evaluation in five aspects to promote the teaching of junior high school Chinese argumentative essays and the development of students’ thinking abilities.In terms of teacher teaching,strengthen theoretical training and transform teachers’ thinking of cultivation concepts;Design teaching objectives based on curriculum standards,textbooks,and learning situations;Using teaching methods such as large unit system teaching,learning before teaching in class training,mind mapping,and classroom debate to enhance students’ logical thinking ability.By comparing and integrating reading knowledge,expanding resource reading transfer,promoting profound and flexible thinking;Improve teaching evaluation by diversifying the evaluation subject,content,and methods.This paper focuses on exploring training methods for developing students’ thinking ability and improving their thinking quality in the teaching of Chinese argumentative essays in junior high school,enhancing students’ thirst for knowledge and curiosity,and helping them develop positive thinking habits.