Research On Teaching Design Of Argumentative Writing In Senior High School Based On Big Idea Of Subject

Starting from Erikson and Lanning's "Concept-based Curriculum and Teaching",this study introduces the big idea into argumentative writing teaching of Chinese in senior high school,combines in-depth understanding of Chinese subject knowledge with continuous construction,enrichis theoretical research of argumentative writing,innovates the teaching model of argumentative writing,and establishes effective teaching.The core content of this study is "the big idea of argumentative writing teaching in senior high school".Due to the abstractness of the big idea and the intentionality of Chinese,the process of putting forward the big idea needs extra caution.In determining the basic work of the big idea,it is necessary and important to consider the connotation and value of the concept of linguistics and investigate the current situation of argumentative writing teaching in senior high school Chinese.Based on the existing research results,this study holds that the big idea of Linguistics refer to the key concepts that reflect the essence of Chinese subject and have extensive explanatory power.They are the core content and teaching tasks at the center of Chinese subject and need to be "revealed" in teaching so as to develop students' Chinese core literacy.The theoretical exploration of the big idea of linguistics lays a foundation for the study of the big idea of argumentative writing teaching in senior high school.This study also deeply analyzes the current situation of argumentative writing teaching in senior high school Chinese to understand the successful experience and outstanding problems.By means of investigation and interview,this paper grasped the current situation of argumentative writing teaching in senior high school Chinese,and clarified the implementation path of effective teaching: we must step forward to a higher level of abstraction,that is,establish the big idea of argumentative writing teaching in senior high school,and help cultivate students' core qualities in argumentative writing teaching.Erikson and Lanning's concept-based curriculum model is the theoretical basis for improving composition teaching in senior high school.The extraction of the big idea of argumentative writing teaching in senior high school needs to be carefully established with the help of existing curriculum documents and teaching materials.Through the course files,high school language textbook,high school Chinese teaching of the information about the argument writing content of carding,integration,focus,clarify the connotation of reasoning ability,this study finally confirmed to "argumentative reasoning" for high school language argument writing teaching big idea,means to guide students to use speculative logic reasoning method is used,This is a comprehensive concept of teaching content and thinking mode of argumentative writing in senior high school.This paper analyzes the big idea of argumentative writing teaching in high school "argumentative reasoning".On the one hand,it is necessary to analyze its connotation: based on the exploration of the connotation of argumentation and argumentation,this study divides "argumentation with argumentation" into three aspects: the application of argumentation methods,the establishment of writing attitude and the standardization of logical thinking.The use of speculative methods includes "using 'category' to think about problems" and "building a firm and complete chain of evidence is the key to reasoning".The establishment of writing attitude includes three contents: "always keep a critical attitude to judge the problem","state different viewpoints or evaluate and weigh with a tolerant and rational attitude",and "respect the universal values and moral standards of human beings".In the normative aspect of coherent thinking,two contents are introduced: "Abide by thinking rules" and "Mind mapping can organize writing ideas".On the other hand,it analyzes the operation mechanism of the big idea: Based on the theoretical analysis of the connotation of the big idea of the discipline and the theory of cognitive development,this study obtains the way of "concept refining" in the argumentative writing learning of students,namely the operation mechanism: Based on existing cognition,collaborative thinking is the core,"knowing-comprehension-action" is the generation path,"self-prompt" is the learning method,basic questions are the carrier,and comprehensive evaluation of writing achievements is the guarantee.On the practical level,the Ub D reverse teaching design curriculum scheme is used to deconstruct the key concepts and teaching objectives of argumentative writing teaching in high school Chinese,including three stages.In stage 1,the expected results were determined,and the core goals of argumentative writing teaching in high school Chinese were determined by comparing and analyzing the existing referential goals with clear stipulation and policy.Stage 2 determines the evaluation basis,including the summative evaluation and the formative evaluation,and draws on the "six aspects of understanding" of Wiggins and Mc Tag to construct an evaluation scale to consider "understanding" :Blueprint for teaching evaluation of Argumentative Essay Writing in High school;Stage 3 designs learning experience and teaching.This study selects one aspect of the concept of "argumentative reasoning" to design a complete teaching of argumentative writing in high school Chinese,using WHERETO as an analysis tool to supervise the whole teaching design including the comprehensive design elements.In the course of constructing the curriculum and reforming the teaching,it is a positive exploration to break through the dilemma of argumentative writing teaching to explore the guidance of argumentative writing teaching in senior high school Chinese with the major concept.The development of argumentative writing teaching concept in senior high school is an important aspect of the research of argumentative writing teaching concept in senior high school,and also an indispensable content to establish the concept of philology.At present,people are studying and exploring the construction of the big idea of linguistics.The work of exploring and refining the teaching concept of argumentative writing in senior high school demonstrated in this study is undoubtedly in the forefront of the development of the big idea of Chinese literature.This study has done some pioneering work in the introduction of the subject concept to solve the theory and practice of Chinese education.It has expounded its own ideas on improving the teaching of argumentative writing in senior high schools,and put forward the big idea of "argumentative reasoning",and provided the path and scheme of teaching design for the practical application of this idea.This research has made its own exploration for the construction and application of the big idea of philology in both theoretical and practical levels,which has significance and value for the innovation of discipline theory and the practical application of teaching.