A Research Of The Teaching Strategy Practice On Critical And Argument Writing In Senior High Schools Under The Horizon Of Core Literacy

The Chinese Curriculum Standards for Regular Senior Secondary Schools(2017Edition)proposes four major core attainments of the Chinese discipline,and the development and promotion of thinking is one of them.The Appraisal System of China’s College Entrance Examination also raises definite requirements for cultivating students’ thinking ability in multiple places.For the past few years,the proposition and appraisal of college admission essay has increasingly stressed critical thinking as well.In a consequence,on the basis of previous research,established in the actual issues and students’ "pain spots" in the teaching of critical and argument writing,this study attempts to summarize a series of systematic,distinct,orderly and efficient teaching strategies for critical and argument writing in senior high schools from two perspectives of the cultivation and application of speculative consciousness and skills via the practice of the four phases of accumulation,conception,compiling and evaluation that students need to experience in composing.This article is split into four portions.Part I is the introduction,which mainly sets forth the research significance,research actuality,research methods and other contents.Part II is an overview of critical writing,which primarily interprets and defines the three conceptions of "critical thinking","critical thinking skills" and "critical writing",and elaborates the features of speculative papers.Part III is the research on the research of the teaching strategies on critical and argument writing in senior high schools.Based on the principle of "procedural guidance on writing",this portion comes up with corresponding teaching strategies from the four phases that students need to experience in writing-writing accumulation,writing conception,writing course and writing assessment.In the phase of writing accumulation,it lays emphasis on fostering students’ critical and argument consciousness and competence from the three dimensions of "reading","writing" and "speaking" by means of many forms such as reading instruction of speculative articles in educational materials,extracurricular practicing writing and language activities.In the phase of writing conception,it mainly utilizes the thinking measures of clarification,analysis,etc.to strengthen students’ consciousness of examining topics,and guides them to pay close attention to their own operational thought process in virtue of scaffolding,in order to pave the way to the writing of subsequent articles.In the writing phase,it mainly trains students’ ratiocination and self-correcting capability with the aid of Stephen Edelston Toulmin’s argumentation model,thus enhancing the accuracy and logicality of their language performance.In the writing evaluation phase,in combination with the specific details of the new curriculum standard,an integrated evaluation mechanism is set up,and the "critical writing" evaluation scale is formulated,so that students are able to reflect on and rectify their writing on their own initiative,thus elevating their "self-monitoring" level.The fourth part is the reflection on the teaching practice of speculative writing in senior high school,which is intended to emphasize that teachers should pay attention to the guidance of students in the specific teaching process,avoid the misunderstanding that students go into routine writing and refute for the sake of rebuttal and give consideration to the training of students’ image reasoning at the same time.