A Study Of Teaching High School Essay Writing In The Toulmin Model Of Argumentation

The General High School Language Curriculum Standards(2017 Edition Revised 2020)emphasizes that the language curriculum should be based on core literacy,and proposes that language teaching should pay attention to the development of students’ thinking skills and the enhancement of thinking quality,which is one of the inherent requirements of the core literacy of language subjects.The teaching of argumentative essay writing is an important way to promote the development and enhancement of students’ thinking at the high school level,and it is an important vehicle to train high school students’ ability to think discursively.However,the problems of logic deficiency,lack of reasoning ability and weak argumentative consciousness in the current argumentative essay writing of high school students have long been nothing new,which has led most high school students’ argumentative essays to expose obvious drawbacks such as unclear arguments,inappropriate use of arguments and confusion of argumentative ideas,presenting the current situation of generally poor quality of argumentative essay writing.Shengtao Ye believes that the path of argument is the path of thought,and these problems are related to teachers’ lack of effective guidance for students’ writing process and neglect of series training for students’ writing thinking.Rongsheng Wang points out that there is very little real writing instruction in primary and secondary language classes,and that teachers rarely take into account the specific writing process of their students.Deng Tong argues that truly effective writing instruction must be based on guiding students to master effective critical writing knowledge to internalize that knowledge and thus improve their writing skills.Therefore,Toulmin’s argumentative model,as a process model emphasizing practicality and usefulness,has great relevance to the teaching of high school argumentative essay writing in terms of emphasizing discursive thinking,paying attention to the process of argument and argumentative language,and closely connecting with daily life and practice,etc.It is a great facilitator for the teaching of argumentative essay writing to focus on the process of teaching,and has great value for solving many problems of current high school argumentative essay writing.It is of great value in solving many problems of high school essay writing.In view of the above,this paper attempts to apply the Toulmin argumentative model to the teaching of argumentative essay writing for high school students,and through literature research,theoretical research and case studies,to study the theories related to the Toulmin argumentative model and the problems related to the teaching of argumentative essay writing for high school students.The aim is to improve students’ understanding and mastery of the model,improve the content of argumentation,build the structure of argumentation,refine the criteria for evaluating argumentation,explore effective methods for teachers to guide students in the process of writing argumentative essays,help teachers understand the Toulminian argumentative model from the perspective of process teaching,adopt a teaching paradigm that addresses students’ practical problems,and improve the quality of teaching argumentative essay writing in order to achieve students’ thinking development The aim is to improve the development of students’ thinking and the quality of their thinking.This paper is divided into six parts.The first part is the introduction,which focuses on the background and significance of this paper,and analyses and reviews the current state of research,explaining the objectives and contents of the study,the research ideas and methods,and describing the innovations and shortcomings of the study.The second chapter aims to provide an overview of the Toulmin model of argument around the background of the idea,the interpretation of the model and the comparison with the traditional model of argument,so as to lay the theoretical foundation for the later part of the paper.The third chapter focuses on the analysis and elaboration of the problems and causes of argumentative writing for high school students.The fourth chapter aims to explore the teaching methods of the Toulmin argumentative model in high school argumentative essay writing,and to lay the foundation for the design of class examples and experimental teaching in the later part of the text.The fifth chapter designs the teaching of the topic of "reasoning in argumentative essays" based on the microargumentation theory of the Toulminian argumentative model,and evaluates and tests it through teaching practice,with a view to providing a reference for introducing the Toulminian argumentative model into the teaching of argumentative essay writing in senior secondary schools.Chapter 6 concludes with a summary of the main contents of the paper,reflecting on the shortcomings and looking forward to the research.