Study On Teaching Practice Of High School Thesis Writing

Composition is the top of Chinese teaching in senior high school,while the teaching of argumentative writing in senior High School is an important part of Chinese teaching.The teaching of argumentative writing in senior High School is an important topic in the study of Chinese teaching in senior High school,many teachers and scholars have done a lot of research on teaching practice and theory,and have made fruitful achievements.This paper,based on the study of Qinzhou three,finds that there are many problems in the teaching of argumentative writing in Qinzhou Three: the lack of interest in students ' argumentative writing,the weak basis of students ' argumentation,the lack of students ' argumentative writing material and the poor expression ability of their argumentative writings.The reasons for these problems are as follows:the lack of interest in argumentative teaching compositions,the unclear teaching objectives of argumentative text,the absence of argumentative teaching and narration,the overall design of argumentative text teaching,and the single way for teachers to correct argumentative essays.in view of these problems,this paper puts forward the strategies of teaching efficiency of argumentative writing in Senior High School: first,to cultivate the interest of argumentative writing,the second is to strengthen the basic training of argumentative writing,three is to accumulate material,and four is to improve the language of argumentative writing.The structure of the thesis is divided into three parts: introduction,main body and conclusion.Its content structure is as follows: The introduction part includes the topic reason,the literature summary as well as the research method.The main part consists of three parts: the first part expounds the importance of argumentative writing in senior Chinese teaching,the higher requirements for argumentative writing,the importance of argumentative writing to students 'physical and mental development,and the significance of constructivism theory to student's self construction.The second part mainly through the questionnaire survey,through the author of the Qinzhou third Middle School to conduct a questionnaire survey,the aim is to understand the current high school students argumentative writing and teaching reality.The third part analyzes the results of the questionnaire survey,there are many problems in the teaching of argumentative writing: the lack of interest in students ' argumentative writing,the weakness of students 'argumentation,the lack of students ' argumentative writing material and the deficiency of students ' argumentation,and the reasons for these problems are as follows: the lack of interest in argumentative writing teaching,The teaching objectives of argumentative writing are not clear,the teaching of argumentative writing and the narration,the lack of overall design of argumentative writing teaching,and the single correcting method of argumentative writing.In view of these problems,this paper puts forward the strategies of teaching efficiency of argumentative writing in high school: cultivating interest in argumentative writing,strengtheningbasic training of argumentative writing,accumulating material in many ways and improving the expressive ability of argumentative writing language.The third part is the conclusion,which summarizes and concludes the full text.Although these strategies are still immature,it is feasible to improve the teaching of argumentative writing in Senior High School,which can provide guidance for the improvement of argumentative writing teaching.