The Research Of Ability Objective Teaching Practice In Senior High School Argumentative Writing

In High school Chinese language writing,the argumentative writing is part of an important content.Although many teachers and scholars have done a large number of teaching practice and theory studies of it and have acquired great achievement,the argumentative writing is still one of the difficult points of high school Chinese language writing teaching.Their problem is reflected in various aspects:From the perspective of student,they cannot make clear of the ability demands of argumentative writing and lack study objective.In terms of the teacher,the trouble is their randomness in teaching practice and their low efficiency of teaching performance.The key of solving the problem lies in helping student to make clear the ability demands of argumentative writing according their different stages.In other words,students should make clear of their“ability objective" and make it as a"task-driven" force.In the light of teaching practice experience in Guangxi Liuzhou High School,the strategies of teaching in ability objective of senior high school argumentative writing is diversified,in which focusing the accuracy of contents,the standardization of structures,guiding students to use diverse languages and motivating their positivity of critics and correction are the important.The author hopes that this research can bring inspirations to teachers who are in the argumentative writing teaching practice of high school.This thesis is consisted of three parts,including introduction,main parts and conclusions.The introduction mainly concerns with the reason why making research of high school argumentative writing“ability objective",the research ideas,research status,research methods and research significance.The main parts are consisted of four parts,the first part is to find the theoretical framework of making strategy for argumentative writing“ability objective" in Regular Senior High School Chinese Curriculum Standards(2017),behaviorism theory and constructivism theory.The second part is to combine the development features of high school student's writing ability with ideas of composition teaching,then form the teaching practice principle of argumentative writing "ability objective"Based on teaching practice in Grade Two of Guangxi Liuzhou Senior High School,the third part mainly analyzes practice cases of "ability objectives" from the perspective of both teacher and student.Combining the teaching practice and theoretical research findings,the fourth part puts forward the strategies of argumentative writing "ability objective" from these four perspectives:contents,structures,language and criticThe conclusion is to summarize the importance of making clear the ability objectives of high school argumentative teaching,and then analyze the limitation of this thesis,thus to make a reflection about this research.