Research On Argumentation Teaching In Senior High School Oriented To "Thinking Development And Improvement" Core Quality

Implementing the core literacy of "thinking development and improvement" is an important goal of high school Chinese language teaching.However,in terms of the current implementation status,students’ thinking ability is weak and their thinking quality is not high.The reason for this is that the development of thinking is a process that requires long-term cultivation and cannot be achieved overnight.Students are at different stages of thinking development and will face different problems of thinking development.Therefore,in order to implement the core literacy of "thinking development and improvement",it is necessary to conduct specific analysis of students’ specific problems based on the learning situation.Implementing the core literacy of "thinking development and improvement" through argumentative teaching can not only effectively achieve the relevant teaching goals of "thinking development and improvement" core literacy,but also fully leverage the stylistic advantages of argumentative writing itself.Implementing the core literacy of "thinking development and improvement" through high school argumentative teaching should focus on two points: firstly,focusing on developing higher-order thinking;The second is to pay attention to the rational and speculative characteristics of thinking.In terms of implementing goals,it can be expanded from two dimensions: thinking ability and thinking quality.The ability dimension includes developing students’ logical,dialectical,and creative thinking abilities,while the quality dimension includes improving the flexibility,critical,and profound qualities of thinking.In addition,to achieve the above goals,reading,writing,and thematic learning of argumentative papers can be the main means.After conducting teacher interviews and distributing student survey questionnaires,it was found that the implementation of the core competencies of "thinking development and improvement" in high school argumentative teaching is not ideal.Statistical data shows that students have varying degrees of problems in both thinking ability and thinking quality dimensions.In terms of ability,the problem manifested by students’ weak logical thinking is the lack of rigor and effectiveness in argumentation;The problem manifested by weak dialectical thinking is the one-sidedness and absolutization of cognition;The problem manifested by weak creative thinking is the failure to achieve internalization from "latent" to "apparent".In terms of quality,the problem presented by the low quality of thinking flexibility is that students have a low ability to transfer and apply materials;The problem presented by the low quality of critical thinking is the lack of awareness and ability for self reflection;The problem presented by the low quality of profound thinking is that the writing intention and argument only touch on the surface of the problem,lacking depth.The reason is that students lack systematic learning of logic knowledge;The weak dialectical thinking may be due to the deviation of teachers in their training of dialectical thinking;The weakness of creative thinking may be due to the suppression of the cultivation of students’ creative thinking by teachers;The low quality of thinking flexibility may be due to students’ lack of life experience and thinking consciousness;The low quality of critical thinking may be due to the neglect of thinking reconstruction in teaching,and the lack of guidance and training for writing revision by teachers;The low quality of profound thinking may be due to a lack of exploration of the depth of text selection in reading teaching.To address the above issues in a targeted manner,strategies need to be proposed starting from the causes of the problems.In terms of ability,in response to the problem of weak logical thinking,we can learn "The Power of Logic" through the transformation project.In response to the problem of weak dialectical thinking,teachers can deepen their understanding of dialectical thinking in argumentative papers,and under the guidance of this understanding,teachers can teach students some dialectical laws to break the one-sidedness and absolutization tendency of cognition.To address the issue of weak creative thinking,we can promote the internalization of creative thinking from "latent" to "explicit" by strengthening creative interpretation of reading selections or teaching students’ divergent thinking.In terms of quality,in order to address the issue of low thinking flexibility and quality,we can first use the materials in reading and selecting articles to cultivate students’ transfer awareness;Reuse current affairs writing to effectively train students’ transfer ability.To address the issue of low critical thinking quality,we can first skillfully leverage students’ independent generation in the classroom to create a questioning atmosphere;By utilizing mutual and self correction in argumentative writing,we aim to cultivate students’ reflective awareness and ability.To address the issue of low quality of profound thinking,we can first explore the depth of the main theme of reading and selecting articles by expanding students’ horizons.After students have a certain perspective pattern,they can deepen their understanding of the problem by teaching them how to explore the root causes,thereby improving their quality of profound thinking.In short,the teaching of high school argumentative essays that focuses on the core literacy of "thinking development and improvement" is a teaching research conducted from two dimensions: developing thinking ability and improving thinking quality,with argumentative essay teaching as the approach and implementing the core literacy of "thinking development and improvement" as the goal.