Teaching Of Argumentative Effective Inquiry Teaching Practice

Writing teaching is an important part of the high school Chinese teaching, writing ability influence writing level, expression ability of students in the future and even the whole life, every Chinese teachers want students to stand up to say, sit down to write, but for a long time. And Writing teaching plagued the majority of teachers and students. In the Chinese college entrance examination papers, writing accounted for 60 points, such as Shanghai, Jiangsu, Fujian and even accounted for 70 points, a total score of 40% and 46.7%, which can be said that the composition is "half of the country of Chinese", and it is related to the whole success or failure of college entrance examination. "The high school language new curriculum standard" that reads:"writing is an important way of using language written expression and communication, it is the process of creative expression, understanding the world, self understanding,." After the annual college entrance examination, one of the focus of social activists, which students, parents are most concerned about is:what have checked in this year’s college entrance examination just because it is so important! However, in the process of teaching writing, there is a high input low output, teachers pay a lot of hard work, and the students are also to practice seriously, but the efficiency is low, the composition of effective teaching is brought to our attention, in Cheng Hong, Zhang Tianbao’s "theory of teaching effectiveness and improve the strategy" which gives such a definition:"effective teaching means that the teacher follows the objective law of the teaching activity, with as little time, energy, and material resources, to achieve as much as possible so as to realize the specific teaching objectives, and meet the social and personal demand for education." In the composition training, teachers are to improve teaching effectiveness, with the scientific and orderly and flexible interesting teaching methods to organize the classroom teaching, the students’writing ability is likely to be greatly improved.Argumentative writing is an important part of the composition training, according to the questionnaire survey,71% of the students choose the argumentative in peacetime or in the exam, They write the article by example, saying the reason, telling right from wrong and other methods, and clearing his own point of view, advocates or suggestions. This is consistent with high school students’ mental and intellectual development. But, on the present teaching situation of thesis writing is not optimistic, and more in:students afraid of writing, reading leads to less material accumulated less, wording and phrasing ability is quite bad, saying the reason is not thorough and so on. From the analysis of the teacher’s teaching, there are also some shortcomings, such as teaching content arrangement more casual, comment way is single, and inproper classroom training method, most of the time the argumentative writing teaching is inefficient state.The purpose of this thesis is to explore the argumentative effective teaching, The thesis is based on relevant theory and pedagogy, psychology books, at the same time, the application of humanistic learning theory (Humanistic Learning Theory), the theory of multiple intelligences (Multiple Intelligences Theory), the theory of learning motivation (Learning Motivation Theory), constructivist learning theory Constructivism Learning Theory, of argumentative effective teaching has carried on the quite thorough inquiry. According to the questionnaire investigation, which makes the training more targeted. Argumentative writing teaching is a complicated and huge engineering teaching, the author a few of them study. This paper focuses on accumulation and selecting argumentative arguments, the opening a literary talent training, structure of argumentation, for example demonstrates fragment training. The author explores a set of effective teaching methods and strategies.In the process of the research, the author deeply grasp the method of argumentative effective way of teaching, which has improved the teaching ability of the author.