Cultivation Of Argumentative Reasoning Ability Teaching In High School

In high school writing teaching, teaching of argumentative writing occupies animportant position. However, as a strong application literary form, there has been stressingthe guidance, while ignoring the practice of the phenomenon in practical teaching. There arethe existence of emphasizing the methods and techniques, while ignoring the substance of thereality in the students’ writing of the guidance. As a result, the students’ ArgumentativeWriting appears "eight shares" and "model" of the phenomenon. In order to solve the problemfundamentally, we must realize that the analysis of reasoning of argumentative writing is thecore of argumentation. we must cultivate the ability to argue by developing students’cognitive ability, thinking ability, language expression ability, and then improve the ability ofstudents’ Argumentative reasoning. Therefore, this paper tries to deep core argumentativeideological content. With the deep cognition, thinking and externalization of languageexpression, to effectively improve the ability of reasoning, this paper deals with a lot ofexamples from the perspective of practice.This paper is divided into five parts.The introduction part explains and defines from the "problem","research","concept"and "research methods"."The problem" of high school students is analyzed on thesurrounding situation reasoning ability and its reasons, and the value and significance of thestudy."Research" through the consult massive literature material, the research situation"Concept" core concept "on the topic of the reasoning ability" is to do the decomposition, animportant concept of central concepts of "thinking" and several thinking ability of doing theanalysis and definition. Finally, in the research methods, I use literature research method,action research method, and case study method to research the topic.The first chapter on training high school argumentative is about teaching cognitiveability. Cognitive ability is a basic ability of students’ cognition and perception of the world.High school students argumentative ability is poor especially the performance in cognitiveability. In this chapter, first I talk about the general understanding of cognitive ability, and then talk about the current situation of cognitive ability of high school students, the last totalk about how to cultivate the students’ cognitive ability.The second chapter is on the training of high school thesis teaching of argumentativethinking ability. Thinking is the core of argumentative reasoning ability, so this chapter is thecore of this thesis and the author divides it into five sections to demonstrate. The first sectiontheory on the general understanding is about the concept, characteristics, methods; the secondto four knots on the cultivation of thinking ability is about implement, respectively from theargument, argument, argumentation. The argument is to cultivate students’ understandingfrom the horizontal, vertical, reverse, dialectical thinking, and then have their ownunderstanding and views on society, life and other issues; the using of the arguments is totrain the students to learn the associated with similar, instead, Lenovo open thinking; in thedemonstration process, students will use the depth analysis, horizontal expansion thedialectical method, multi angle analysis to carried out argument. The fifth part reviews thecase to make the practice research and proof on the argumentative thinking ability.The third chapter is about training high school argumentative language expressionability. The language expression is the key whether the article writing have expression or not.Because the language is thinking, and thinking is revealed and clear process, therefore,effective argumentative language training is established on the basis of thinking training. Inthis chapter, I should possess the characteristics of high school students in the discussionfrom argumentative language reasoning, language training problems, and how to cultivate theability of reasoning is my view. On the specific training, I write it from the speech, debate,oral expression and thing, language expression, training, practice outside class, writing in twoaspects of training, mainly uses the fragment exercises way.The conclusion part to develop reasoning ability has made the summary and thesummary.