A Research On The Teaching Design Of Miniaturization Writing Of Chinese Argumentative Essays In A Senior High School

The 2017 edition of "High School Chinese Curriculum Standards" clearly pointed out that composition teaching is fairly important for the improvement of students’ thinking ability,and greatly affects the development of students’ thinking and thinking ability.Training plays a pivotal role in this process.Unfortunately,integrating the current development status of writing education,the writing of high school argumentative essays tends to be formal and superficial,and students are still in the situation of formal learning and shallow learning in the learning process.Therefore,teachers should lead students and provide students with a guide to integrate understanding transfer application and create critical direction.This paper uses interviews and questionnaires to conduct questionnaire surveys and field interviews with teachers and students in target high schools.Through the comparison and analysis of data and communication with high school teachers,it is found that teachers believe that the current situation of high school argumentative writing shows that "teaching is not effective." Purpose”,“lack of specific writing process guidance”,and“single evaluation method”,research and analyze the reasons for this situation.At the same time,it was found that the acceptance attitude of the students towards the dissertation writing course was not good,and there were writing difficulties in the dissertation writing process,such as difficulty in using materials,unclear thinking,and inability to use argumentation methods correctly.After that,various solutions are proposed,and in the third chapter,combined with the implementation strategies of high school argumentative essay micro-writing instructional design and implementation strategies,the problem-solving methods are explored.At the same time,combined with the theory of Dr.Deng Tong’s miniaturization writing course development,typical lesson examples and teaching fragments are selected,and strategies that can carry out miniaturization writing micro-objectives,determine teaching content,provide process guidance,evaluate and modify,and write argumentative essays Instructional design and teaching.The article selects three examples of high school argumentative essays,"argument should be targeted","how to argue",and "the power of logic",analyzes students’ writing learning situation,and determines micro-targets on this basis,and develops teaching design and experiments.Through the analysis of the experimental results,the miniature writing theory is used to guide the teaching of argumentative essay writing in high schools,and it can solve the dilemma of students’ argumentative essay writing.Finally,according to the research results,suggestions would put forward for the teaching design of miniaturized argumentative writing.