Research On Junior Middle School Argumentative Writing Teaching From The Perspective Of Life

The Chinese curriculum standard for full-time compulsory education(hereinafter referred to as the new curriculum standard)requires students to learn simple argumentative writing in junior middle school,and make clear and reasonable views.But in recent years,junior high school argumentative writing teaching has been neglected,and teaching and student life are not closely linked.Based on this background,the author analyzes the present situation of the teaching of argumentative writing in junior high school,combs the present situation of the research on the teaching of argumentative writing from the perspective of life,and expounds the necessity of the teaching of argumentative writing in junior high school from the perspective of living.The teaching of argumentative writing from the perspective of living is the need to promote the development of the students' abstract logical thinking ability and improve the writing level of the students' argumentative paper,as well as the requirements for the implementation of the new curriculum standards and the objectives of the essay writing.Based on Piaget's theory of cognitive development,Tao Xingzhi's view of life education and constructivist learning theory,the author puts forward the teaching strategy of argumentative writing in junior middle school based on the theory of cognitive development,Tao Xingzhi's life education and the theory of constructivism.First,it should be close to the proposition of student life experience in teaching;secondly,in the teaching of teaching.We should guide students to observe life and accumulate material for writing.Finally,we should create real life situations and train students' thinking in teaching.The study hopes to provide a new way for the teaching of argumentative writing in junior high school,and to strengthen the guidance of the theory of life based on the teaching practice of junior high school argumentative writing and effectively link up the teaching of argumentative writing in early and high school.