The Application Of Task Analysis In The Teaching Of Argumentative Writing

In the current Chinese education theoretical circles popular writing ability viewis not scientific explanation ability of students on writing view, not a good guideargumentative writing teaching. Therefore, based on the knowledge classificationlearning theory and teaching theory as a guide, to reveal the knowledge the ability toexplain the argumentative writing ability view, It will be divided into writing contentknowledge, language skills and writing strategy knowledge of these three kinds ofknowledge, and the three kind of knowledge acquisition and teaching rules ofinterpretation.At the same time, this paper also introduced the field of instructional design taskanalysis theory, emphasizes the analysis in the teaching of argumentative writing task,to regulate the teacher’s teaching behavior of argumentative writing, It is divided intothe following steps: Argumentative writing teaching goals, learning result typeanalysis, student beginning ability and learning condition analysis. The paper showsthat argumentative writing conventional teaching and difficult diagnostic and remedialteaching, Preliminary exploration of specific application task analysis theory inwriting teaching process, providing a model for Chinese teachers’ normative andorderly argumentative writing teaching. The teaching design example of teachingmainly texts and students’ composition, this examples is "down to earth", to givestudents knowledge and a sense of identity, can better acquire argumentative writingrules and complete the argumentative writing training.