Research On The Application Of Argumentative Teaching In High School

With the in-depth development of Chinese curriculum reform in senior high schools in China,the new curriculum reform requires teachers to create a student-oriented classroom,pay attention to students’ subjectivity and improve the quality of students’ thinking,which has become the focus of classroom teaching reform.Language is not only the carrier of thinking,but also the externalized form of thinking.Driven by national policies,the requirements of learning task groups,and the trend of reading and writing propositions in the college entrance examination,this study attempts to stimulate students’ thinking and improve their thinking quality by using argumentative teaching method in the teaching of argumentative texts.By analyzing the existing literature,this study defines the concepts of argumentative teaching and argumentative texts,and finds that both are conducive to improving students’ thinking,especially divergent thinking,logical thinking and critical thinking.However,previous studies on this aspect are less,and they only regard debate as a strategy in the teaching of argumentative texts,or an activity to cultivate thinking.Most of the researches focus on how to conduct argumentative teaching,but fail to highlight the advantage that argumentative teaching can cultivate students’ thinking.Therefore,through three rounds of action research,this study will apply the method of argumentative teaching to unit 6 of unified edition compulsory 1,aiming at stimulating students’ divergent thinking,logical thinking and critical thinking to promote the development and improvement of students’ thinking and Chinese core literacy.Argumentative text is the expression of written argumentation,which is characterized by strong argumentation,logic and pertinence.Debate teaching in oral Shui Li Xing expression as the main way,both have a connection,in essence,therefore,this research will be discussed in class text teaching of application type teaching way of the debate,through three rounds of action to observe students’ verbal expression,aimed at the existing problems,put forward Suggestions for improvement,gradually inspire students’ potential of divergent thinking,logical thinking and critical thinking,Improve the quality of students’ thinking.This will also give the classroom back to the students and encourage them to develop the habit of self-study,active thinking and asking questions frequently.However,the cultivation of thinking is a gradual process,and it takes a long time for students to accept this teaching method.In the early stage,teachers need to invest a lot of time to help students learn the rules of debate,how to question and refute the other side in the debate,how to look at the problem dialectically and judge the other side’s prediction when collecting materials.But once teachers and students master the essentials of debate,enjoy the process and believe that both of them will have a great harvest in their future study,work and life.Finally,this study puts forward some suggestions for the existing problems: flexible debate teaching,reasonable control of debate time;Clear organization of debate procedures,to ensure that students debate gains;Teachers should strengthen theoretical cultivation and innovate classroom teaching methods.Promote students to reverse thinking,show the flexibility of thinking;Guide students to learn to ask questions and develop the habit of independent thinking.