A Study On Writing Teaching In Senior High School

Argumentation writing teaching plays a major role in the Chinese writing teaching in senior high school, argumentative writing become the preferred text for the candidates to participate in college entrance examination and display their own writing ability and writing style. Therefore, the writing ability and writing level of the argumentation writing not only have an important practical significance to achieve the requirements of “new curriculum standard” but also have an important significance for the future study, work and life.However, there are many unsatisfactory places in the view of the current high school argumentation writing teaching. The specific performances are listed as follows: ignoring the effective guidance of moderation conception for students; in the aspect of selecting facts, there is a misleading tendency; inputting a modelling structure arrangement forcibly; emphasizing the literary talent but confusing the stylistic boundaries; the process of correcting has obvious weakness, which results in students’ writing argumentative appearing obvious “flawed”.In order to solve these problems and improve the teaching quality of argumentative writing and to enable students to write an argumentative writing which conforms to the requirements, teachers should try to explore and practice in writing teaching and strengthen the guidance and training of moderation conception. At the same time, teachers also should guide students to fous, understand, analyze and use the real life phenomenon appropriately, and teachers should instruct and train students to be proficient using argumentative structure rules and layout in order to make students arrange the structure of argumention writing flexibly. Besides, teachers should strengthen the presentation of facts and use the usual method of reasoning and the theory of style of writing to train students in order to train students’ good habit of writing to correct their own or others’ article.