Research On Reading Teaching Of Argumentative Texts In Senior High School

The standard of Chinese curriculum for ordinary high school divides modern text into argumentative,literature and practical text.According to the results of the study on these three types of texts in recent years,teachers and students pay less concerned to argumentative texts.But argumentative text is an important carrier for the students to develop logical thinking and the spirit of reasoning in high school.Therefore,in the high school Chinese reading teaching,the account of the class is less than that,but its teaching function is very important.Based on this situation,the author choose the reading teaching of high school discourse as the research object,trying to discuss the teaching of text reading from theory and practice,and extract a cloud for high school Chinese reading teaching.This paper regard the reaching of argumentative text's teaching in high school Chinese and research field of Chinese teaching about argumentative text as the background,based on the PEP high school Chinese textbook in discussing the text as the basis,take the research methods of text analysis and classroom teaching,combined with the modern high school language curriculum standards,syllabus and text interpretation of specific requirements:The first chapter mainly clarify the concept of argumentative text in high school,analyzes the selection of the argumentative text in high school teaching,explains the significance of text reading.The second chapter,according to the two aspects of teachers and students finds and summarizes the specific problems that appear in the teaching of argumentative text reading in the current discourse.In the third chapter,the specific strategies for argumentative text reading teaching of class texts are discussed,which explains "stylistic awareness","student's experience","content determination" and "teaching link design".Finally,this paper makes a systematic summary of this paper.On the whole,the purpose of this paper is to provide an adaptive and appropriate reading teaching strategy for senior middle school teachers to provide a feasible method for the development of senior middle school students' logical thinking and reasoning spirit.