Practical Research On Flipped Classroom In The Teaching Of Argumentative Writing In Senior Middle Schools

Under the development of Internet,the speed of knowledge updating and iteration,and the rapid development of educational technology,our teaching mode should not be stagnant.Flipped classroom emphasizes "learning before practice" and gives students more opportunities to actively participate in and learn.Its advantages have attracted the attention of many educational practitioners.As a Chinese educator,in the process of my internship,I found that the teaching of argumentative writing in high school is a teaching difficulty for many teachers,and there are certain problems in teaching methods and educational concepts.The teaching process of teachers’ writing training pays too much attention to "mark" rather than "basic".Basic writing knowledge and framing skills can solve part of the demands of current argumentative teaching in high schools to a certain extent,but there are problems for the improvement of students’ thinking training and writing ability.Standardization trumps individuality,and the cultivation of students is like an "assembly line" of goods.Therefore,based on the above practical findings,this paper tries to explore the strategy of flipped classroom in the teaching of argumentative writing in high school.This paper is divided into six parts: The first part is the introduction,mainly elaborates the research background,research purpose and significance,the definition of core concepts,relevant literature review and research ideas and methods.The second part first investigates the present situation of high school Chinese argumentative writing teaching from two aspects of teachers and students,and analyzes the problems and the causes.The third part firstly sorts out the theoretical basis of the application of flipped classroom in the teaching of Chinese argumentative writing,clarifies the principles of flipped classroom in the teaching of argumentative writing and analyzes the main teaching modes of flipped classroom.The fourth part tries to put forward the "three turns,three paragraphs and ten links" flipped classroom teaching mode which is suitable for Chinese argumentative writing teaching in high schools in China.The fifth part is an experimental practice based on the argumentative writing course "Do we need to appreciate suffering?",which is carried out from four perspectives: before class,during class,after class,and after class reflection.In the sixth part,through the investigation and interview of students before and after the six flipped courses,the author analyzes the data changes before and after the flipped class,and summarizes the advantages and existing problems of flipped class in argumentative teaching.In this paper,we use survey questionnaire,literature review,case analysis and interview,the method of theory combining with practice of analyzing the status quo of the argument of high school writing,construct the flip the classroom teaching mode in the teaching of high school language argument,put forward the relevant strategies and Suggestions,for the future case flip language teacher in class.