Research On The Teaching Of Large Unit Of Chinese Argumentative Essays In Junior High School

With the advancement of curriculum reform and the revision of curriculum standards and teaching materials,talent training has paid more attention to the development of students’ core competencies,and language education researchers have been seeking teaching methods that adapt to the changes of the new era and student development.Large-unit teaching is a powerful breakthrough in the long-term single-articlebased teaching mode,a reform of traditional unit teaching,and an important way to cultivate core literacy in the classroom.Argumentative essays play an important role in cultivating and improving students’ thinking ability,and are the focus of Chinese teaching in junior and senior high schools.How to teach argumentative essays in large units to promote students’ deep learning of argumentative essays as a genre to become a meaningful thinking problem.Based on this,this paper takes the "Compulsory Education Language Curriculum Standards(2022Edition)" as the outline,takes the arrangement of argumentative essays in the junior high school language textbook as the carrier,based on the actual situation of junior high school students,and based on the focus of the middle school entrance examination,explores the design and implementation path of the unified version of junior high school language argumentative essay teaching from both theoretical and practical levels,so as to cultivate the development of students’ core literacy and achieve a breakthrough in the reform of argumentative essay teaching.On the basis of clarifying the core concepts and theoretical basis of the largeunit teaching of junior high school argumentative essays,this paper sorts out the characteristics and value orientation of the large-unit teaching of junior high school Chinese argumentative essays,and analyzes the feasibility.Secondly,through questionnaire surveys and teacher interviews,the current learning status of students in the junior high school language argumentative essay was sorted out,and the problems existing in the current teaching of the large unit of junior high school Chinese argumentative essay were analyzed.From the analysis of the lesson examples of the large-unit teaching of junior high school argumentative essays in the unified version,the design mode of the large-unit teaching of junior high school Chinese argumentative essays in the unified edition was summarized.Starting from the actual needs and feasibility,based on the academic situation and reality,this paper puts forward the teaching strategy of the unified version of junior high school Chinese argumentative essay large unit,and designs and displays two complete design cases with different models,"Teaching Design of Unit 5 in the Ninth Grade Upper Volume" and "Refutation Dissertation Large Unit Teaching Design",in order to provide certain reference significance for front-line teachers.Finally,this paper reflects on the teaching of the large unit of Chinese argumentative essay in junior high school,in order to continuously deepen the exploration and research of the teaching of the large unit of argumentative essay in junior high school.This paper forms a more efficient and reasonable large-unit teaching path around the unified version of junior high school language argumentative essays,and hopes to implement the construction of a literacybased curriculum goal system through the research of the large-unit teaching of junior high school language argumentative essays,and dominate language teaching with subject values,so as to promote the formation of a large-unit teaching path that is more conducive to the improvement of students’ core literacy.