Research On Teaching Strategies Of Argumentative Essay Writing In Junior Middle School Based On Process Writing Method

Argumentative writing teaching is the top priority of Chinese teaching in junior middle school,but there are still some problems to be solved.The problems of argumentative writing teaching are mainly manifested in the deviation of teaching consciousness and the unification of teaching methods.Therefore,this paper takes the teaching of argumentative essay writing in junior middle school as the research direction,combines with the Chinese Curriculum Standards for Compulsory Education(2022edition),and relies on the department to edit Chinese textbooks for junior middle school,tries to put forward corresponding countermeasures,and applies the "process writing method" to the teaching practice of argumentative essay writing,trying to reform the traditional argumentative essay writing training.Thus achieve junior high school argumentative essay writing training mode innovation.It is expected to guide students to achieve the learning objectives of argumentative writing in junior high school,learn free and creative expression,and improve the ability of independent argumentative writing in writing practice.This paper first uses the questionnaire to understand the current situation of middle school students and front-line Chinese teachers in argumentative essay writing.Then,from the introduction of the concept of "process writing method",the theoretical evolution and main characteristics of its specific analysis."Process writing method" takes students’ writing process as the core,and is based on constructivism theory and cooperative learning theory.It has the principle of focusing on the writing process,taking the student as the main body and focusing on communication and interaction.It can be roughly divided into three stages: brainstorming before writing,organizing a draft during writing,and evaluating and revising after writing.Then,combined with teaching practice,the "process writing method" into junior middle school argumentative writing teaching design;And apply it to the teaching practice of argumentative essay writing.Finally,after the completion of the teaching practice,the author adopts the methods of questionnaire survey and individual interview to discuss the positive effects of the argumentative writing teaching practice based on the "process writing method",and reflects on its shortcomings from different perspectives of teachers and students.Then,this paper integrates "process writing method" into the teaching design of argumentative writing in junior middle school and puts it into teaching practice to further explore the effectiveness of "process writing method".Moreover,it conducts a questionnaire survey again for junior middle school students and front-line teachers to deeply understand the specific situation of argumentative writing teaching in junior middle school.And then through practice feedback analysis of "process writing method" in junior middle school argumentative writing teaching positive results and limitations and improvement ideas.Through the exploration of teaching practice and the feedback of students and teachers,it can be seen that the adoption of "process writing method" can promote students’ interest in writing argumentative essays,so that they can get better performance in writing,and cultivate students’ habit of writing argumentative essays.At the same time,it also enhances teachers’ awareness of teaching argumentative writing,strengthens teachers’ attention to students’ argumentative writing process,and improves teachers’ teaching efficiency of argumentative writing.However,there are some problems,such as the process is easy to be formalized and the teaching of large classes takes a long time.Finally,this paper tries to integrate and optimize the advantages and disadvantages of "process writing method",and provides new ideas and strategies for argumentative writing teaching for Chinese teachers in primary middle schools.