Research On Argumentative Writing Teaching In Senior High School Based On Process Writing Method

Composition teaching is an indispensable component of Chinese education,and its importance is inexplicable.High school argumentative writing teaching is the highlight of composition teaching.Argumentative writing can not only cultivate the writer's language ability,but also improve the writer's thinking ability,writing ability and language literacy.Therefore,it is necessary to study the teaching of high school argumentative writing.This thesis takes the high school argumentative writing teaching as the research object,and conducts a questionnaire survey on the two main subjects of students and teachers.The survey found that students' lack of interest in learning,poor writing habits,utilitarian writing motivation,lack of knowledge in writing papers,and lack of reader awareness were found in students' writing papers.The teacher's teachings have problems such as the patterning of the teaching process,the lack of writing guidance,the long time for evaluation and reform,the single subject of evaluation,the lack of communication and interaction in teaching,and the low awareness of readers.According to the feedback from the survey results,the main reason for the analysis of the problem lies in the fact that the high school argumentative writing teaching neglects the students' writing process.The process writing method focuses on the students' writing process and provides support for the reform of the high school debate writing teaching.To this end,the process writing method of paying attention to the student writing process is introduced into the high school argumentative writing teaching.Starting from the five stages of the process writing process,specific teaching suggestions are put forward at each stage.In the pre-writing stage,suggestions are made from the creation of classroom atmosphere,the provision of writing materials,the guidance of students' divergent thinking,and the cultivation of students' readers' consciousness.In the drafting stage,it is proposed to establish a stylistic awareness and clear writing requirements;with the outline,construct awriting framework.The revision phase puts forward specific suggestions from three aspects: teacher demonstration,group mutual change and student self-reform.At the revision stage,suggestions were made for self-editing and setting up a revision team.In the final stage of publication,the use of multiple publications,feedback to express opinions,and broadening the channels of publication are intended to enhance students' writing efficacy and ability,and expand the readership circle of student writing.In addition,based on the high school argumentative writing teaching course under the guidance of the field observation process writing method,the paper analyzes the effect of using the process writing method to guide the high school argumentative writing teaching,and reflects from the observer's point of view,thinking that students should be active.Active participation in the classroom,to have the awareness of cooperative learning,teachers should pay attention to improve their own quality,we must adhere to the use of process writing.Through the research of this paper,I hope to improve the teaching status of high school argumentative writing.