The Research On Argumentative Writing Teaching Of Official Chinese Textbook In Junior Middle School Stage

In junior high school,although argumentative writing is far less important than narrative writing,the Chinese Curriculum Standards for Compulsory Education(2011 Edition)has corresponding requirements for argumentative writing in junior high school.Moreover,there are many argumentative essay selection and argumentative essay writing units in the unified compilation of the junior high school Chinese textbook,so we need to study how to make good use of these textbook resources.In addition,many Chinese and foreign people believe that Chinese people lack critical thinking ability and rational spirit,including junior high school students.Argumentative writing can cultivate students’ critical thinking spirit in Chinese teaching of junior middle school.Therefore,in order to meet the requirements of the curriculum standard,to effectively use the argumentative essay selection and writing units of the textbook,and to cultivate the logic level and critical thinking of junior high school students in argumentative writing teaching,it is still necessary to discuss argumentative writing teaching of junior high school.This paper first of all to the unified compilation of the junior high school textbook analysis,including discussion essay selection analysis and argumentative writing unit analysis,because the textbook is the basis of teaching.The analysis shows that the selected argumentative essay can not only provide argumentative writing knowledge,but also provide argumentative writing imitation resources,and restrict the arrangement of argumentative writing teaching sequence.The writing knowledge in argumentative writing unit is more comprehensive,and the writing practice questions are rich and reflective,but the writing guidance is lack of specificity and process,and the writing practice questions also lack the creation of situations.Secondly,the questionnaire survey and analysis of junior high school teachers,teachers’ teaching design and record analysis,questionnaire survey and analysis of ninth grade students,excellent argumentative writing analysis of students,in order to understand the junior high school argumentative writing teaching and learning status quo.The results show that the teachers attach more importance to argumentation and language than logic and analysis,the forms of writing practice are not diverse enough,the writing teaching sequence will be adjusted,and generally they do not attach much importance to argumentation writing teaching in junior middle school.The argument used by students is too simple,the argumentation structure is too inflexible,too much emphasis on the beauty of language,and the ability of questioning and thinking is generally weak.Then,based on the analysis of teaching materials and teaching status,formulate the teaching strategy of argumentative writing in junior high school.The first is to determine the teaching content and arrange the teaching sequence.This includes the sorting out and selection of teaching content and the planning and adjustment of teaching sequence.The second is to grasp the key style,pay attention to the argument and evidence.The aim is to teach students how to write and use arguments.The third is to refine the argumentation process,focusing on analysis and logic.This focuses on providing thinking paths and explaining inference methods.The fourth is to create a life situation,rich practice forms.Finally,three teaching designs are completed according to the teaching strategies,and then classroom teaching and composition modification guidance practice are carried out,and teaching reflection is made.After reflection,there are three findings: First,whether the thinking path needs to be used and to what extent it needs to be used depends on the difficulty of the writing topic and the specific learning situation.Secondly,the focus of writing instruction should be on "how to demonstrate".Third,"positive and negative" thinking easy to make beginners’ article views "both sides",need to pay attention to guidance.