Research On The Teaching Of Argumentative Writing In High School Classroom

For more than 40 years,compositions for college entrance examination and senior high school entrance examination have always been a hot topic.The writing topics of high school entrance examinations have become increasingly scientific and rigorous,which are more inclined to investigate students' autonomy and independence in choosing topics,and eventually guide students from emotional expression to rational discussion.Based on this,in the course of Chinese teaching in high school,teaching means not only achieving the basic knowledge of Chinese,but also strengthening the training of students' logical thinking ability.The teaching of argumentative writings in Chinese class is an important way to promote students' “development and improvement of thinking”,while the teaching method of symbiotic writing is an effective operation mechanism to solve the difficulties in teaching and learning.Therefore,this paper makes an analysis of the teaching of argumentative writing with a combination of the teaching theory of symbiosis writing in high school.This paper is divided into six parts.The first part is introduction,which mainly summarizes the research background,clarifies the research content and significance,analyzes relevant domestic research literature,and finally gives a brief description of the research methods.The second part elaborates on the related concepts,theoretical basis and three basic characteristics of symbiosis teaching method.In the third part,based on the relevant contents of the National Unified Examination Syllabus for College Enrollment in 2019(Instructions),the paper analyzes the requirements of writing argumentative essays and the current situation of argumentative writings in senior high schools through practical classroom observation.According to the teaching theory of symbiosis writing and based on the current situations of students' argumentative writing,the fourth part puts forward certain relevant arguments,evidence and argumentations in teaching strategies of argumentative writing.In the fifth part,with an application of teaching strategies of symbiosis into practical teaching process,the paper presents the real teaching in the form of narration,class fragments,brief analysis and students' demonstration in writing,and further test its effect in the form of teacher's evaluation and students' questionnaire feedback.According to the feedback of teaching,the sixth part reflects on the classroomteaching strategies of argumentative essays in high school,so as to promote the optimization and implementation of teaching strategies of symbiosis in argumentative writings.The purpose of this paper is to effectively solve the difficulties in argumentative teaching,promote the development of students' thinking quality and deepen the implementation of curriculum standards by combining the teaching method of symbiotic writing with argumentative teaching in high school.