Research On The Teaching Contents Of The Ancient Argumentative Essays In Junior Middle Schools

The argumentative classical Chinese essays are of irreplaceable value in terms of logical speculation,rigorous language expression,and deepening of traditional cultural cognition,which is also the hardest type of all classical Chinese prose.On the other hand,The correct choice of teaching content is a prerequisite for teaching success,and the teaching content of argumentative classical essays is multifaceted,including the three elements of argument,argument,and argument,logical thinking of argument and expression of language form,interpretation of opinions,argument examples,inferences and extensions,and how to establish relevance between arguments and evidence,etc..This article mainly study the teaching content of argumentative classical essays in the junior middle school edition from following four parts.The introduction part briefly explains the basis of the topic selection and the current situation of the teaching content’s selection,and at the same time,summarize and analyze the existing research results of the predecessors in the direction of this topic.The first chapter sorts out the concept and development of argumentative classical essays,takes history as the classics,clarifies the characteristics of argumentative essays in classical Chinese and clarifies its relationship with modern argumentative essays.On this basis,discuss the contemporary learning value of argumentative classical essays and lay a good theoretical foundation for the following research.The second chapter analyzes the selected essays and arrangement,exercises and reading aid system of the textbooks in argumentative classical essays for the junior high school Chinese textbooks compiled by the Ministry of Education.On the basis of comparative research with the textbooks published by the People’s Education Edition,the selected essays in argumentative classical essays for the generalized versions are obtained.The arrangement changes from image theory to abstract theory,the practice system focuses on logical guidance and speculation,and the reading aid system does not emphasize the stylistic features of the discussion.At the same time,through the analysis of the teaching records,to summarize the shortcomings of the current selection of the teaching content of classical Chinese.The third chapter puts forward some suggestions for the selection of the teaching content of argumentative classical essays based on the research of the first two chapters.First,select the teaching content based on the stylistic characteristics of the classical Chinese style of argumentation,that is,the combination of logical thinking and image thinking,guiding students to correct dialectical logic fallacies,paying attention to the imposing speech forms under layered arguments,and focus on the logical arrangement of sentence patterns for the emotional output of the argument;second,based on the textbook layout,explore the teaching content of the argumentative classical essays,from the aspects of three,the teaching of the article argument and argumentation as the core,the logical argumentation teaching in-depth with the school section,and the dialectical analysis theme as the highest point;thirdly,the development of the teaching content of argumentative classical essays on the basis of curriculum regulations,mainly points to this two parts,the shallow processing of the teaching content of philosophical thinking in argumentative classical essays and the development of the interdisciplinary teaching content of it.