Language Teaching Strategies For Senior High School Argumentative Writing

Senior high school argumentative writing has always been the most important part of Chinese teaching Students mainly investigate the writing ability of narrative in junior high school,but in senior high school,they are more likely to contact and write argumentative papers.It has a high score in the examination,involves a wide range of contents,and is difficult to write,which is an unavoidable test point for every Chinese teacher.In addition to the accuracy of argumentation,the level of students' language expression is particularly important.In junior high school,they have realized the basic characteristics of argumentative writing,done a good job in the transition between junior high school and senior high school writing argumentative writing,and done a good job in the accumulation and training of the writing language of argumentative writing,which is a link that every senior high school Chinese teacher must pay attention to.In the introduction part,it introduces the research background,research purpose and research significance of senior high school students' Argumentative Writing,describes the research ideas and methods of this paper,and summarizes the research status of senior high school argumentative writing language teaching?The first chapter defines the concept of argumentative writing style,and points out that the narrative,description and lyric sentences in argumentative writing all need to be subordinate to the argumentative argumentation.By summarizing the linguistic features of argumentative writing,it makes a comprehensive discussion of these four features,avoiding a single one-sided understanding,and also points out the direction for the language teaching of argumentative writing.Through the comparative study of the Chinese curriculum standards in junior and senior high schools,we realize the importance of teaching cohesion of argumentative reading and writing in junior and senior high schools,especially the need to further strengthen students' appreciation and accumulation of argumentative language.In the organic connection of teaching,learning and examination,the language requirements in the college entrance examination composition scoring standard are enough for teachers and students to find out the goal and lack of understanding,and then to develop better methods to improve the expression levelIn the second chapter,in the interview with the students in the third part of the senior high school,the author carefully designed 11 questions about argumentative writing language,understood the students'learning situation and needs,explored the situation of argumentative writing language teaching of senior high school students,found out the reasons,and analyzed the demands and puzzles of senior high school students when they wrote argumentative writingThrough the communication with Chinese teachers in senior high school,this paper summarizes the situation of composition language teaching,and then finds the right direction and solutions,and also learns their valuable experience in argumentative language teachingThe last chapter puts forward the language accumulation and training strategies of argumentative writing under the condition that students' understanding,accumulation and training of argumentative writing are insufficient.Specific to the teaching interaction between teachers and students,including the preparation of "pasted copy",the classification and memorization of excellent argumentative language,according to the requirements of the new standard of composition for college entrance examination related to language--let the language be fluent,elegant,rich and profound,follow the teaching principle of taking teachers as the guide and students as the main body,encourage the guide as the main body,and carry out teacher demonstration method and example appreciation The teaching activities,such as analysis and in class practice,integrate the demonstration language with literary talent,richness and profundity as the main body of training,and share some practices and effect evaluation that the author thinks and practicesBased on the principle that composition writing is more refined than more,this paper puts forward some suggestions on segment practice and composition modification,so as to realize the upgrading development of composition language.Compared with text practice,students are more willing to practice a certain paragraph,and also more willing to modify their compositionIn view of the problem and focus,this paper proposes an effective solution to travel.In this chapter,taking the daily exercises and examination papers of senior three students as examples,it can truly reflect the students' language problems,motivate and evaluate the process and results of students' writing training,synchronously follow up the daily composition teaching,facilitate timely feedback,and timely find out and fill in the gapsThe conclusion part summarizes the results of the research,that is,the comprehensive grasp of the characteristics of argumentative writing language,which runs through the concept in the specific teaching design and teaching methods.The evaluation criteria for students' argumentative writing language are diversified,which can not only win the victory of vivid literary talent,but also actively encourage the richness and profundity of vocabulary and sentence patterns.At last,we reflect on the shortcomings of the paper and determine the future improvement goals.This thesis attempts to make a comprehensive exposition of the scattered ways to improve argumentative writing language.Based on my own teaching practice,the author tries to find the problems in teaching and learning argumentative writing language,hoping to improve the level of argumentative writing through some specific teaching activities.In this process,although some achievements have been made,the students' language level is uneven,and they need to continue to pay attention to it in the future.