Research Of Argumentative Writing Teaching In High School

Writing is a process for students to use language and words to make creative expression. The teaching of argumentative writing is one of the most important parts of Chinese teaching in high school. High school Chinese teachers should according to The Chinese Curriculum Requirements of High Schools(experiment), help students to lay foundation of argumentative writing by proper guidance and effective training. In recent years, many Chinese teachers and scholars have studied the argumentative writing teaching in high school, and many conductive theories have already been set up. But in teaching practice, teachers could not take full advantage of these theories. Objectively speaking, we can see there are still many problems in argumentative writing teaching in high school. In students’ writing, the problems are naive theses, old grounds, weak arguments, and chaotic structures. In teachers’ teaching, they ignore the relations between reading and writing, ignore to guide students to think about life, ignore the importance of thinking training, writing teaching has exam-oriented tendency, and there are defects in writing assessment. The teacher reasons lead to these problems are, many teachers have low writing abilities, their teaching concepts are wrong, and their teaching methods are single. The student reasons are, they lack of writing enthusiasm, they don’t have enough reading accumulation, and they don’t have enough writing training. So, targeting strategies are writing ability target, writing stylistic knowledge target, and writing skill target. Teaching strategies include four-step teaching method, thinking training method, inquiry and appreciation method, and self-assessment method. Change teaching concept, improve specialty literacy, and deepen teaching reflection are teacher strategies. Student strategies are students should pay attention to feel and think about life, accumulate writing material, and keep unique character.