A Study On The Teaching Of Argumentative Writing In Senior High School

Composition is a difficult problem in Chinese teaching.Teachers often face great challenges for lack of theoretical guidance and practical methods and students often suffer for lack of effective writing ideas and training methods.As a result,although both teachers and students spend much time and energy in composition,it works slowly.In order to solve thses problems,this study constructs a systematic theoretical framework and practical strategy of argumentative dialectical writing starting from the author's experience of argumentative teaching in senior high school for many years.In this study,we first explain the theory of dialectical writing,analyze the theoretical basis and basic concept of dialectical writing in order to construct the methodology system.Secondly,investigate the teaching situation of argumentative dialectical writing in high-school through qualitative and quantitative methods and then analyze the problems and causes.Thirdly,this study sorts out and summarize the teaching practice of argumentative writing.Finally,evaluate and reflect on the effect of teaching,analyze the experience and the deficiency,and try to find some ways to make teaching efffectively.This study combine "exploring new knowledge" and "service practice".It explores,collects,tidies and optimizes a series of teaching material in the way of action research under the interaction of theory and practice,providing a fresh demonstration for teachers to carry out practice,and effectively reaching the effective teaching of dialectical writing in argumentative writing in senior high school.The theory system and practice of "Dialectical Writing of Argumentative Essays" created by this study provides a new theoretical vision and practical basis for Chinese composition teaching in China.The text consists of four chapters:In the first chapter,the basic principles of materialist dialectics are combed,the world outlook and methodology are explained,and the basic methods of applying these theories to argumentative writing are given,and then the methodology system of dialectical writing is constructed,including looking at things from the point of view of unity of opposites,from a relational perspective and from the perspective of development,seizing principal contradiction,case by case,combining the internal and external causes,being critical and innovative,perceiving the essence through the appearance.This study analyzes the specific application of these methods in argumentative writing.Finally,the author explores the theoretical basis of dialectical writing.The rational and scientific aspects of dialectical writing can be seen in the theory of core accomplishment constructed by the new curriculum standard Chinese for high school in 2017,Judd's theory of experiential categorization and David Ausubel's theory of cognitive structure transfer.The second chapter is about analysis of current situation.The author gets status by questionnaire or interviewing teachers and the students both real and online.Then analyze the status and makes statistical charts.The author analyzes the problems of students and teachers in the teaching of dialectical writing from the quantitative results,and finds that the main problems of students are that there is no knowledge reserve of dialectical thinking and they realize the importance of dialectical thinking but can't use it in the composition.The main problems of teachers are that they are not familiar with the relevant knowledge of dialectics.They recognize the importance of dialectical writing,but do not attach importance to the training of dialectical thinking.In view of the problem,the author explores the real reasons behind the problem combining the teaching practice and the investigation data.Chapter three is about teaching practice.base on the author's many years of dialectical writing teaching practice,it summarizes and refines the experience to make the teaching content and steps clear and to deeply explore the dialectical writing strategy of each section of argumentative writing.Each section is combined with teaching cases and student exercises so as to provide teachers with fresh and real teaching demonstration.At the beginning of the course of dialectical writing,the basic principle of dialectics is first explained,so that the students can deeply understand the fundamental law of dialectics,then analyze the principle of dialectics in the course of the college entrance examination,and then form a complete argumentative paper in five respective steps,including finding the topic,exploring reasons,refining sub-argument,argumentation,giving suggestions.Each step is guided by dialectics.This study also summarizes the principle of flexibility of dialectical writing and emphasizes the key point to improve the teaching effect.The fourth chapter is about effect reflection.It evaluates the teaching effect of dialectical writing through the combination of the quantitative evaluation and qualitative evaluation.Quantitative evaluation mainly relies on the author's carefully designed evaluation chart for data statistics,which objectively presents the changes of students' writing level before and after the dialectical writing course.The related charts include "dialectical writing cognitive test" and "dialectical thinking ability test ",all of which are tested before teaching and after teaching,and then compare data to find changes.At the same time,the author collects the class composition points of all grade monthly examination during the teaching implementation period,and carries on the horizontal contrast and the vertical contrast to find the teaching effect of composition on the macro.On the micro level,the author collects a large number of students' writing works,and evaluates students' writing ability on the microby analyzing students' work.The author also selected a student in each class for continuous attention and observed the change of the student's writing ability on the timeline.On the basis of evaluation,this study also reflects on the shortcomings of teaching implementation and puts forward suggestions for improvement.