The Study Of The Design Of Guidance Of High School Argumentative Writing

It is an important task for teachers to teach students to learn how to write a good argumentation in the process of the teaching of writing in senior high school.However,the present situation of the teaching of argumentative writing is not satisfactory,which is closely related to the incomplete teaching materials and the lack of systematic writing training.In order to enhance the effectiveness of the teaching of argumentative writing,various types of argumentative learning guidance must be well and systematically designed.This paper tries to design various learning guidance matching with different types of argumentation,which not only is combined with the related training of expression and communication in the compulsory courses,but also is linked to the trend of the entrance examination to make up for the shortage of the training of the textbook writing.Using the learning guidance as a medium,the teachers make the writing instruction specific and conduct a guidance training for different types of argumentative writing,thus creating a new way of composition teaching and effectively improving the students' writing ability of argumentation.The thesis is divided into four parts:The first part: introduction.On the basis of a summary of the research on the teaching of argumentative writing home and abroad,this part finds that the learning guidance can be used as an effective strategy to improve the teaching of senior high school argumentative writing,and then it defines the concept of the learning guidance,states the research objects and methods of this paper and points out the significance of this study.The second part: the theoretical foundation of the learning guidance of senior high school argumentative writing.In this chapter,the theories of zone of proximal development,constructivism and pragmatism empiricism are introduced one by one,the three necessities introduced in the learning guidance of senior high school argumentative writing are analyzed and at the same time the three basic characteristics which are targeted learning condition,integration of teaching resources and sharing between teachers and students of the learning guidance of the argumentative writing are stated.The third part: the principles and related content of the design of the learning guidance of senior high school.The design of the learning guidance for argumentation should conform to the principles of systematicness,activity and feedback.The content mainly include the design of learning goal,pre-learning,knowledge linking,writing guidance,writing communication and a short summary.When it comes to the form of design,there are two forms of the design of learning guidance which are general layout of learning guidance and column type of learning guidance.At the same time,it puts forward corresponding requirements for the application of the learning guidance in argumentation writing.The fourth part: case design of the learning guidance of senior high school argumentative writing which is designed respectively according to four types of argumentation in senior high school.