Research On The Current Situation Of Excellent Argumentative Writing In Senior Three Based On The SOLO Taxonomy

?The Chinese curriculum standard of senior high school(2017 version)?(hereinafter referred to as the "new curriculum standard")was promulgated,which clearly pointed out that the core literacy of Chinese discipline includes four aspects: language,thinking,aesthetics and culture.One of the effective ways to cultivate the thinking literacy in senior high school is argumentative writing.The "academic quality level" in the new curriculum standard puts forward higher requirements for argumentative writing and specifies clear hierarchical requirements.The SOLO taxonomy is a qualitative evaluation method characterized by grade description,which are consistent with the requirements of academic quality level in the new curriculum standard.Taking class 1,grade 3 of a school in Shanghai as an example,the author analyzes the overall level of students' argumentative essays,and analyzes the excellent essays by using the SOLO taxonomy,finds and summarizes the problems existing in the writers' thinking and explores the corresponding solutions.Through interviews with teachers and representative students,this study attempts to explore the thinking of teachers on argumentative writing teaching,and further understand the thinking path of students to solve writing problems,so as to understand the writing status of class 1 in senior three from a deeper level.Finally,based on the SOLO taxonomy,the status quo of the research is summarized and reflected.The main findings and conclusions of this study are as follows:1.Based on the SOLO taxonomy,this paper makes a basic analysis of typical excellent exercises from three aspects of "ability","thinking operation" and "consistency and convergence".It is found that the theory of the SOLO taxonomy can accurately reflect the accuracy of students' arguments in argumentative writing,the relevance of arguments and the consistency of arguments and materials.2.Through the interview with the teachers,it is found that the teachers have made great efforts to solve the problems in the students' argumentative writing: setting up the course of argument accumulation and application,designing the training sequence table of argumentative writing,sorting out the general steps of argumentative writing,and paying attention to the situation of argumentative writing.However,the teachers' understanding of the core knowledge of argumentative writing needs to be discussed,the teaching method is single,and the feedback of exercises is insufficient.3.Through interviews with students,it is found that students who can often write excellent exercises have a clear understanding of argumentative writing path,but very few students can use this path more skillfully,and most students are in the state of understanding knowledge and using unskilled.4.Based on the SOLO taxonomy,this paper summarizes and reflects on the current situation of senior high school argumentative writing from the perspectives of "argument extraction","relationship processing between arguments" and "improving the richness of argumentation",through the analysis of the current situation of excellent exercises in class 1,grade 3 of senior high school and the interview between teachers and students.