The Research Of Concept Map Supporting The Conception Of Argumentation Writing In Senior Middle School

Writing teaching occupies half of the Chinese education, and in Senior Middle School, argumentation writing teaching is a top priority.However, looking about the current situation of argumentation writing teaching in Senior Middle School, students write the “Si Bu Xiang” argument everywhere because of the students' writing idea consciousness is weak, and ideation is insufficient. According to the current situation, we can find that there are the following problems: firstly, in the actual writing, and the inadequacy of students' writing conception ability mainly reflects in the three aspects: the topic conception, material selection and the overall planning; Secondly, the teachers are always busy teaching the writing skills, and carrying on the whole composition training of invalid teaching feedback. But they is lack of the writing training of thinking before writing, which happens to be a high level work of processing the whole writing activity. Thus, it's very important to help students strengthen the writing training of thinking, and improve the writing idea consciousness and ability to improve the students' writing level of argumentative essays.Under the background of Quality Education, this awkward situation of “argumentation is hard to write and teach” caused the thinking of many Chinese educators, and this article also tries to explore the effective way. “Concept map” was developed by Novak, a professor at Cornell University, and others in the 1960 s, which was a kind of cognitive tool that depended on the concept of Meaningful Learning and Assimilation Theory. It can help students to manifest their understanding of the concepts and relationships between concepts in the form of explicit structure, do meaningful construction learning Meaning of study. It is consistent with the cognitive processing activities of the design phase of writing activities, thus it is likely to apply it to writing teaching to improve students' ideation. Therefore, this article attempts to use “concept map” which is the scientific and effective teaching tool in argumentation writing teaching in Senior Middle School, and to verify whether it will improve the students' writing ideation and conception of consciousness through the three aspects: the topic conception, selecting material and the overall planning, and to analysis the teaching function and role in argumentation writing teaching in Senior Middle School.