The Logical Argumentation Analysis Of The Unified Edition Of Junior Middle School Chinese Argumentative Essays

The requirement of "finding the connection between viewpoints and materials and making judgments through my own thinking" in Chinese curriculum standards for compulsory education(2011 edition)means that argumentative reading teaching must focus on guiding students to understand the logical argumentation of the article.However,through literature research,although there are many discussions about "argumentative reading teaching" in Chinese education circle,there are few researches about what argumentative reading teaching teaches in argumentation.In order to solve this problem,this paper mainly includes the following three aspects.Firstly,this paper discusses whether junior high school students have the ability of logical reasoning to analyze simple argumentative essays.Swiss psychologist piaget’s theory of the formal operational stage,our country psychologists about "children when deductive reasoning ability" in the research,interdisciplinary curriculum standard of compulsory education stage to the development of students’ reasoning and reasoning ability request,show that junior middle school students have the ability of analysis and argument of a logical argument.Secondly,the argumentation knowledge in junior high school Chinese teaching system is abstractly extracted,and the argumentation knowledge of logic discipline is taken as the reference frame to evaluate it.The author finds that the basic knowledge of argumentation provided by the junior high school Chinese teaching system needs to be reconsidered or even reconstructed from the perspective of whether it can meet the demand of teaching,the reliability of argumentation methods and the practicality of analyzing and evaluating text argumentation.Finally,this paper selects the six argumentation papers in the first volume of the ninth grade in the unified junior high school Chinese textbook as the representative,specifically analyzes and summarizes the logical argumentation knowledge required by each text,and evaluates the teaching reference provided by the teacher’s teaching book accordingly.In terms of effect,this paper makes up for the deficiency of logical argumentation knowledge in the existing Chinese teaching system to some extent,and is helpful to solve the problem of "what to teach" in argumentative reading teaching.