Research On The Strategy Of Reading-to-write In Argumentative Writing Teaching In Senior High School

The teaching of argumentative writing plays an important role in high school Chinese language teaching,and argumentative writing is also one of the main forms of writing in the current college entrance examination.The teaching of argumentative writing not only improves students’ writing ability,but also has important significance for the development of students’ thinking ability and thinking quality.However,there are still certain problems in the current teaching of high school argumentative writing,and the situation of student argumentative writing is not satisfactory.Based on this,the concept of reading-to-write will be introduced into the teaching of argumentative writing,and the current research status of promoting reading and writing,teaching of argumentative writing,and teaching of argumentative writing will be summarized.This article elaborates on the theoretical basis and research direction of using reading-to-write in high school argumentative writing teaching from the perspectives of learning transfer theory,constructivist learning theory,and the "Chinese Curriculum Standards for Ordinary High Schools(2017 Edition,2020 Revision)".Conduct a survey and analysis of the current situation of argumentative writing teaching through questionnaires and interviews,and identify existing problems.The teaching objectives of teachers are mainly exam oriented;teaching methods are fixed and single,and teaching evaluation needs to be improved.Students’ writing motivation is not high,their knowledge foundation is weak,and their thinking level is limited.Exploring the teaching strategy of reading-to-write from three perspectives: using reading to enhance interest,using reading to expand accumulation,and using reading to promote speculation.Based on teaching examples,analyze how to improve students’ writing motivation,argument reserve,and reasoning ability through reading,proposing mutual evaluation and learning,designing reading and writing practice activities,accumulating evidence on classic and current hot topics both inside and outside of class,reading positive and negative examples to learn the structure and methods of argumentation Specific teaching methods such as language.Taking the writing task of Unit 6 of the Compulsory Volume 1 of the Ministry of Education as an example,based on the teaching design and practice of using reading-to-write related strategies,this study explores the specific implementation path of using reading-to-write in teaching practice,and verifies the effectiveness of using reading-to-write teaching strategies in actual teaching.