In The Concept Of Life Education High School Writing Teaching To Develop Argumentative Essays

The relationship between education and life is inseparable and is concerned by people. In modern times, John Dewey and Tao Xingzhi are the elites of exploring the relationship between education and life. Both Dewey’s thought that "Education is life" and Tao Xingzhi’s idea that "Life is education" laid the foundation of life education.Life is the source of writing. Either writers’ or the students’ writings come from life, and express the life needs. Argumentation as a commonly used stylistic, is mainly used to argue, reason, and express the authors’ views and ideas of the phenomenon in social life.From the nature and characteristics of argumentation, it has a close contact with social life.Argumentation has a very important position in senior high school writing teaching. Many Chinese teachers have been dedicated to practise and reform argumentation writing teaching. However, there are still many problems and drawbacks in argumentation writing teaching. For example, students lack of interests in writing and their writing foundation are weak; teachers’ writing instruction mode are inefficient and their writing teaching concepts are wrong, and so on. It is said that the reasons are various. One of the chief reasons is that writing teaching in senior high school is divorced from social life and students’ real life.In view of this, we can proceed some useful discussions and improvements from the notion of life education.First, teachers should inspire and nurture students’ interests in writing. It is a primary solution in argumentation writing teaching. Teachers can start from the following three points:(a) concerning about the students’writing status and guiding with a correct writing concept;(b) releasing the restrictions so that students can write freely;(c) evaluating positively:to make students experience the pleasure of writing.Second, teachers should guide students to find the sources of argumentation writing. It is an important part of argumentation writing teaching. Generally speaking, the sources of students’writing are from two aspects:one is from life and the other one is from reading. From these two aspects, teachers can make the following attempts:(a) waking up students’life consciousness, and cultivating students’habit of writing;(b) making students pay close attention to social life;(c) promoting students’writing ability from reading and accumulating students’writing experiences through reading.Third, teachers should strengthen the training of students’thinking, and cultivate the quality of their thinking. It is an indispensable pathway in improving students’ argumentation writing. The depth of students’ thinking decides the depth of argumentation writing. In argumentation writing teaching, teachers need to strengthen and nurture students’ ability of independent, deep, broad, and flexible thinking. The thinking training can be mainly concentrated on the following areas:(a)"material-inspiration-association" thinking training;(b)"exploring the nature through the phenomenon" thinking training;(c) dialectical thinking training;(d) logical thinking training.Fourth, teachers should improve the argumentation writing teaching methods. This is the most direct and effective way to improve argumentation writing efficiency. In accordance with the current writing teaching situation, teachers can improve their teaching methods from the following areas:(a) developing students’"reader consciousness";(b) making students to be the subject of assessing writing;(c) advocating teachers to write "water composition".