Research On Argumentative Writing Teaching Under The Background Of "Double Novelty"

Composition teaching has always been an important part of the Chinese discipline.According to the paper assignment of the Chinese National College Entrance Examination Paper A(2022,applicable to Guangxi),the essay assignment score is 60 points,accounting for 40% of the total score of 150 points.The importance of composition is self-evident.Argumentative essay,as the most common style in high school teaching and examination,is also the most easy for students to get a high score in the examination of a composition genre.Therefore,the level of argumentative writing directly affects the merits and demerits of students’ Chinese achievements.The middle school where the author teaches is a key high school in a county-level city,and the students’ source level is medium.In addition,one-third of the students are from Tongzhou,and the students’ ability level is slightly lower and uneven.How to carry out differentiated argumentative teaching and improve students’ argumentative writing level as a whole is a difficult problem to be solved urgently in the middle school where the author works.B,therefore,this thesis tries to,on the specific situation of L secondary school,for effective study,interview,system of theoretical study,the concrete teaching case practice,etc.,and summarized a set of specific argument for the existence of solid exercise writing advice and reference for school colleagues criticism,in order to solve the students "talk about color change" argument "persistent" problem of writing.At the same time,the author also hopes to contribute to the research of argumentative teaching in similar schools.The first part of the main body of this paper discusses the theoretical basis of this paper.The Chinese Curriculum Standards for Ordinary Senior High Schools(2017edition)(hereinafter referred to as the Chinese Curriculum Standards)has clear requirements for the cultivation of students’ writing ability.The theory of learning motivation runs through the research of analyzing the problems and coping strategies of students’ argumentative writing.The theory of "zone of nearest development" under constructivism and Tao Xingzhi’s life education theory provide theoretical support for the research of argumentative writing teaching in this thesis.The second part is the investigation and research on the present situation of argumentative writing teaching in L middle school in B city.In this paper,all the Chinese teachers and some student representatives of L Middle school in B City were selected to conduct sampling questionnaire survey and informal interview,and the survey results were displayed in the form of graphs.At the same time,sibling schools were interviewed to ensure the authenticity and representativeness of the survey results.At the same time,the author also conducted online interviews with individual teachers from brother schools in Yulin,such as Bobai Middle School,Rongxian Middle School,Yulin No.1 Middle School and Luchuan Middle School,in an effort to get more representative survey results and put forward teaching suggestions that can also be helpful to argumentation teaching in similar schools.The third part discusses in detail the existing problems of students in citation writing and the existing problems of teachers in argumentative writing teaching,and presents the specific problems through the actual teaching cases,and analyzes the causes of the existing problems.The fourth part,according to the problems reflected in the front,uses the theory involved in the first chapter,tries to put forward some practical argumentative writing teaching suggestions suitable for B City L middle school.The author will discuss from the aspects of stimulating students’ learning motivation,increasing the amount of students’ material accumulation,improving the structure of argumentative writing teaching and so on,and analyze its effect through specific experimental cases.At last,it is the conclusion of this paper,which summarizes the guiding significance of this paper to argumentative teaching in L middle school in B city.At the same time,some limitations of this paper may be reflected.