Research On High School Discourse Teaching Based On Deep Learning Theor

Argumentative discourse is a type of discourse in which the author expresses their opinions and argues their points based on certain communicative purposes.Since argumentative discourse in senior high schools includes various genres and is difficult to learn,students are reluctant to learn and teachers are not skilled in teaching it,making it a major pain point and difficulty in current Chinese language teaching.This has led to the “shallow” teaching of argumentative discourse,with unclear learning orientations,difficult teaching content,lack of innovation in teaching methods,and inadequate feedback from students,resulting in students unable to further improve their reading literacy,form higher-order thinking,and apply knowledge transfer.In this regard,applying deep learning theory to language teaching can help solve the problem of “shallow” teaching,provide new ideas for Chinese language teachers to improve teaching.Meanwhile,deep learning theory is also in line with the value pursuit of the academic benchmark of nurturing the root and soul of the nation,enlightening wisdom,which is of great significance to the implementation of the fundamental task of establishing morality and cultivating talents and thus improving students’ core language literacy.Deep learning theory is inherently related to the teaching of argumentative discourse in high school.The deep learning of high school argumentative discourse refers to students’ comprehension and hands-on inquiry based learning under the guidance of teachers to meet their own learning interests and needs.It requires students to deepen their understanding of knowledge and establish close connections between old and new knowledge through multiple learning strategies,so as to construct and improve their personal knowledge system,transfer and apply what they have learned to solve complex problems,with the ultimate goal of developing students’ higher-order thinking abilities.By using deep learning theory to teach argumentative discourse,the quality of teaching can be improved,and it is also of great practical significance to promoting students’ all-round development.Based on the connotation and characteristics of deep learning theory and the features and teaching status of high school argumentative discourse,teaching strategies for deep learning of argumentative discourse in high schools can be developed.The teaching strategies for deep learning of high school argumentative discourse mainly focus on four dimensions: teaching goals,teaching content,teaching methods,and teaching evaluation,namely the implementation path of “goal focus-content integration-method innovation-feedback construction”.Through goal-oriented design,the orientation of deep learning is indicated.By integrating teaching content,the construction of knowledge depth is facilitated.Through changing teaching methods,students’ thinking development is promoted.Improving teaching evaluation promotes students’ deep reflection through teachers’ feedback.It is expected that this teaching strategy can provide some reference for front-line high school Chinese language teachers to improve current teaching,promote students’ deep learning of high school argumentative discourse,enhance students’ core literacy,and promote their all-round development.