A Preliminary Study On The Writing Quality Of The Senior High School Argumentation Writing Notes

Ye Shengtao once said:"a student must be able to read, be capable of writing, therefore the language class is designed for training." Chinese reading and writing is the language teaching especially it is the eternal topic of Chinese teaching in high school. And, Chinese reading in classes is different from reading in daily life. In the practice of Chinese teaching, reading is not an end in itself, but it is a means and process to improve students’ language accomplishment of language ability and writing quality. Argumentative writing is the core of the style in the high school composition. As someone once put it, "the bottleneck of Chinese teaching lies in the composition, the composition is the bottleneck of argumentative." This paper attempts to adopt the way of "reading notes" to improve students’writing papers on high school Chinese curriculum reform, in order to offer a humble effort.This paper firstly is to study "teaching guidance on ordinary high school subjects in Zhejiang province", then reflect on the shortcomings in the teaching of writing on the current high school students, put forward the idea of "note reading to improve the argumentative writing", "clarifying the connotation and value of reading notes to improve senior high school students’ Argumentative Writing". Research and the successful cases from at all times and in all countries for "related to the reading notes in the form of writing level" provides a theoretical and factual basis, exploration and practice of the final statement "in the reading notes to improve high school argumentative writing".This thesis is to study notes as the entry point, studying the concrete problem of reading effects in the teaching of writing, with the dialogue theory, constructivist learning theory, language life dynamics theory, which reflects the high school writing instruction. This study is conducive to writing, learning theory, curriculum theory and many other theoretical application and inspection, at the same time, there are some instruction functions to the practice of writing teaching, for example, they inspire students’ writing interest, enhance the students’ independent writing consciousness, develop students’ reading and writing habits, cultivate students’ personality and set up the bridge for reading and writing to improve students’ Chinese accomplishment of writing, to achieve the target.