Practical Exploration Of Mind Map In The Teaching Writing Of High School Argumentative Essays

Argumentation has always occupied the core position of Chinese composition teaching in high school,and it is also an important part of text teaching materials and examination questions.This paper is based on the analysis of argumentative text in the textbook in unit 6 of the first volume of compulsory high school Chinese in the latest pep edition,And through the classroom actual teaching case analysis and student argumentative writing feedback,as the research basis of this paper.This paper focuses on the feasibility and effectiveness of mind mapping as a thinking tool in argumentative teaching and writing in senior high schools.Through research and analysis,the application of mind map in argumentative teaching and writing has great research significance and excavation space,which has positive significance for front-line teaching and students' practical argumentative writing.This thesis altogether designs five parts.The first part is the introduction,which introduces the research origin of the paper,the research status of thinking and writing at home and abroad,literature review and research methods.The second part mainly analyzes the argumentation text of the sixth unit in the first volume of the compulsory Chinese teaching material of the new senior high school,and points out the corresponding problems in the actual classroom teaching and students' actual writing by combining with the analysis of student questionnaires and teacher interviews.And the selected sample schools and the situation of the class is summarized.The third part,through the introduction of the meaning of mind mapping,drawing,characteristics and other thinking tools tree diagram,the meaning of concept map,drawing,characteristics were analyzed,concluded that mind mapping is applied to the advantage of high school teaching to develop argumentative essays writing,and through the design of classroom teaching actual case,make the students feel the mind map is applied in composition writing interest and effectiveness.The fourth part is the innovative use of scale to track and record the actual application of mind map in each part of argumentative paper,which includes the four parts of argumentative paper: proposing a topic,determining arguments,extracting arguments,and the layout of the article structure,And through the class teaching examples and students' homework feedback,combined with students' questionnaire survey and other situations,Master the time period and learning effect of students' mind map application in argumentative writing,and analyze the data to provide a more reliable and rigorous guarantee for the research of this paper.The fifth part,in view of the research content of this paper,teaching reflection.Through summary and reflection,we hope to make up for the shortcomings of this paper.The author hopes that the research of this paper can bring some references to the teachers.Can change the traditional argumentative classroom teaching mode;Improveclassroom teaching efficiency and students' argumentative writing level.Can enhance students' interest in argumentative study;To reduce the obstacles for students to learn argumentative papers.