Research On The Cultivation Of Students' Thinking Ability In Chinese Argumentative Essay Teaching In Senior Middle School

In 2017,the Chinese Language Examination added new logically introductory types of language and writing questions to increase students? logical thinking.In addition,the Ministry of Education? s latest issue of ?Ordinary Senior High School Chinese Curriculum Standards(2017 Edition)? focuses on the development of thinking.As one of the core literacy of Chinese language disciplines,as well as promotion,it also proposes a clear teaching goal,which is enough to see the emphasis of the Chinese language discipline on students' thinking ability.High school students in their adolescence are in a critical period for the development of their thinking ability.It is even more necessary to strengthen effective guidance and scientific and orderly ability training.Argumentative teaching is an important part of Chinese teaching in senior high school.The content highlights the characteristics of logic and theory,and the text involves a wide range of fields,compared with other types of style,in teaching practice can be closer to the core of the cultivation of students' thinking.This study uses the stylistic characteristics of the argumentative texts to promote the development of high school students' thinking.Based on the reality of teaching reforms and current teaching conditions,it combines the characteristics of high school students' thinking development and in-depth exploration of effective methods of thinking ability training in order to achieve in strengthening senior high school students.On the basis of the language thinking ability,the teaching efficiency of the argumentation is improved.The dissertation consists of three parts: the introduction,the main text,and the conclusion.The details are as follows:The introduction part explains the preparatory work for the preparation of this paper.It mainly discusses the research background,research significance,research status,concept definition and research methods of the topic.The first chapter combines the topic questionnaires,and elaborates the present situation of thinking training of argumentation teaching in three aspects: the arrangement of compulsory Chinese textbooks for senior high school teachers,the teaching of argumentation classes,and the students?thinking acquisition;the second chapter undertakes the current description of the first chapter,textbooks,teachers and students analyze the reasons for the lack of thinking in high school Chinese argumentation teaching from the three perspectives.The third chapter is the core part of the thesis.Based on the current situation description and analysis of reasons,teachers effectively use teaching materials from the classroom and reasonably implement thinking training methods.The students have effectively constructed the thinking acquisition and put forward the strategy of cultivating students' thinking ability in high school language argumentation teaching.The aim is to use teachers' diverse thinking training methods to cooperate with students' active and efficient learning methods to achieve the thinking ability and the argumentative teaching efficiency.Improved situation.The conclusion part of the dissertation,on the one hand,is a review of the core content of this dissertation;on the other hand,it is the reflection and prospect of the thinking training strategy.