Research On The Application Of Academic Record In The Teaching Of Chinese Argumentation In Junior Middle School

Against the backdrop of the "double reduction" policy and the implementation of the new curriculum standards,there have been a series of changes in Chinese classroom teaching.The teaching plan’s stance is prominent,shifting from the content stance of "what to teach" to the teacher’s stance of "how to teach",and finally ending with the student’s stance of "what students learn".Since the implementation of the new curriculum reform,as a new thing born in the context of the new curriculum reform,academic records have continuously attracted the attention of experts,scholars,and frontline educators since their emergence.Its greatest educational value lies in guiding students to engage in challenging,high engagement,and high cognitive learning processes,and promoting meaningful learning outcomes.After a long period of classroom observation and investigation,we have found that there are still some unsatisfactory aspects in the current junior high school argumentative class,such as low interest in learning and difficulty in mastering the central argument.In order to explore effective ways to solve these problems,we have come up with a "diploma case" to diagnose the misconceptions in middle school argumentative teaching.The introduction section of the paper mainly elaborates on the research background of this paper,summarizes the current research status of academic case studies,delves into the significance of the development process of academic case studies,and then proposes the research ideas and methods of this paper.The first chapter of the paper clarifies the relevant concepts of academic degree plans,defines the concepts between academic degree plans and lesson plans,and explores the theoretical basis of academic degree plans and the feasibility of their application in argumentative teaching.This lays a solid foundation for fully utilizing the advantages of academic degree plans in argumentative classrooms and better applying academic degree plans.On the basis of clarifying the guiding ideology and basic principles for the preparation of academic degree plans,the second chapter of the paper designs a survey questionnaire on the application of academic degree plans,and comprehensively sorts out the current teaching status of the application of academic degree plans in argumentative papers.Based on the analysis of the survey results of the teacher-student questionnaire,we found that there were five problems when applying the education plan to the teaching of Chinese argumentative essays in junior high school,such as the suspension of the preview stage and unclear design stance.We also traced the causes of these problems.The third chapter of the paper optimizes the application principles of educational programs based on the survey results,and proposes corresponding suggestions for the application of educational programs.On the basis of the previous discussion,Chapter 4 summarizes the application strategies of the academic degree case in junior high school argumentative papers,and explores the application strategies of the academic degree case using the junior high school argumentative paper "Devotion and Joy" as an example.We find that the record of formal schooling can provide a learning framework for argumentative teaching,which can gradually improve the level of logical thinking and critical thinking of students,and make argumentative teaching more effective with less effort.