The Application Of Functional Writing Strategy In Senior High School Argumentative Writing Teaching

Argumentative writing plays a very important role in the teaching of high school Chinese writing.However,in the specific writing teaching,the teaching effect of argumentation writing is not ideal.The functional writing strategy put forward by Dr.Zhou Zifang and so on has caused a positive reaction in the academic circles.Based on the lack of application of functional writing strategies in some areas of Gansu and senior high schools,this paper intends to apply functional writing strategies to the teaching of high school argumentative writing.To open up a new field of vision and provide a new method for the teaching of high school argumentative writing in underdeveloped areas,and then to provide a theoretical basis for changing the present situation of argumentative writing teaching in senior high schools in this area.This paper takes some senior high school students and Chinese teachers in Lanzhou City and Minxian County of Gansu Province as the research objects.Through the investigation and research,it is found that there are common problems in the teaching of argumentative writing in senior high schools in the two places,such as the lack of task situation,the weak awareness of readers and the consciousness of purpose.There are some problems,such as the lack of effective learning bracket,the single or one-sided way of evaluation.After systematically learning,integrating the relevant theories of functional writing and analyzing the relevant requirements of2017 "New Curriculum Standard" for argumentative thesis writing in senior high school and the present situation of argumentative writing teaching in senior high schools in some areas of Gansu Province,By exploring the agreement between functional writing strategy and the writing practice of argumentative papers in senior high school,this paper looks forward to functional writing.The application of strategies in the teaching of high school argumentative writing in underdeveloped areas is expected to provide a theoretical basis for improving the teaching of high school argumentative writing in underdeveloped areas.In view of the present situation of the teaching of argumentative writing in senior high schools of the two places,this paper intends to improve the present situation of the lack of argumentative writing task situation by creating the writing task situation,and to estimate the learning elements to determine the students' writing difficulties.Build an effective learning bracket to improve the lack of guidance in the process of argumentative writing,and design a pluralistic evaluation mechanism to improve the single or one-sided evaluation of argumentative writing.With regard to how to create a writing task situation,measure learning elements,build an effective learning bracket,and design a pluralistic evaluation mechanism,this paper summarizes the principles and methods suitable for the teaching of argumentative writing in senior high school through the teaching practice of functional writing.And Based on these principles and methods,this paper develops the teaching cases of argumentative writing in senior high school,in order to provide reference for the teaching of argumentative writing in senior high school in underdeveloped areas.