A Study Of High School English Argumentative Essay Writing Oriented To The Development Of Critical Thinking

With the publication and promotion of the General High School English Curriculum Standards(2017 Edition),the cultivation of thinking quality has become increasingly important.The new curriculum standard proposes that core English literacy includes language ability,cultural awareness,thinking quality,and learning ability.Among them,thinking quality reflects the mental characteristics of students’ comprehensive literacy,which is specifically expressed in students’ ability to solve and analyze problems,to know and understand the world from a cross-cultural perspective,and to make good judgments.At the stage of high school English learning,students often step into the misunderstanding of writing,believing that there is more room for improvement in language than in content.Starting from literature research,this study tries to develop reasonable writing evaluation criteria,emphasize the importance of critical thinking for English argumentative essay writing,and encourage students to self-reflect and improve.The effectiveness of the essay evaluation criteria developed in this experiment was verified by analyzing the data of students’ essays at three levels: good,medium,and poor.At the same time,the author designed two argumentative essay writing classroom practices based on the difficulties reflected by the students during the writing process.Through data analysis and classroom practices,this study found that students,after understanding the importance of critical thinking for English argumentative essay writing,became more confident in English argumentative essay writing,had a more logical argumentative process,more precise arguments,and more powerful arguments.This thesis offers suggestions for teachers to design reasonable assessment criteria and effective English argumentative essay writing class.