Research On The Teaching Of Unified Edition Argumentative Essay Writing In High School Based On Deep Learning Theory

With the reform and development of Chinese teaching at present,it has become an important pursuit to promote the in-depth learning of Chinese teaching.Argumentative writing is the first choice for most senior high school students in the writing part of Chinese national college entrance examination,and because of its dialectical and developmental style,the teaching of argumentative writing should pay special attention to arouse students’ deep thinking and guide them to carry out deep learning.High School Chinese Curriculum Standards(2017 edition,2020 revision)points out that textbooks are important resources for curriculum development and implementation,and the basic form of teaching realization.Based on the content of argumentative writing in the unified edition of high school Chinese textbooks and combined with the deep learning theory,this thesis puts forward a series of guiding strategies for the teaching of argumentative writing in high school,in order to provide a new idea for the teaching of argumentative writing in high school more efficiently.This thesis is divided into four parts,in addition to the introduction and conclusion.The first part expounds the theory of deep learning,and makes it clear that deep learning refers to the active participation of students in challenging learning activities under the guidance of teachers,in which students achieve development.Based on theory,the characteristics of deep learning are summarized from the aspects of teaching objectives,contents,methods and results.And the teaching strategies of deep learning are detailed from the aspects of environment,objectives,materials,schemes and evaluation.The second part analyzes the feasibility of applying deep learning theory to high school argumentative writing teaching based on the General High School Chinese Curriculum Standard(2017 edition,2020 revision),the unified edition of high school Chinese textbooks and the characteristics of high school argumentative writing.The third part expounds the current situation of actual situation and emotional attitude of teachers and students on the application of deep learning theory in the teaching of argumentative essay writing in high school with questionnaires are distributed to high school students and teachers.This part combines the existing problems are summarized and the attribution analysis is carried out.The fourth part combines General High School Chinese Curriculum Standard(2017edition,2020 revision),the unified edition of high school Chinese textbooks requirement and teaching status,proposes the argumentative writing teaching strategy based on deep learning theory.First,integrate writing learning tasks and keep clear learning objectives;Secondly,it is necessary to help students build a writing knowledge system and enhance their ability to apply what they have learned.In addition,the teaching method of writing should be enriched to develop students’ knowledge,feeling and behavior in a balanced way,and the training of writing thinking should be deepened to develop students’ higher-order thinking ability.Finally,we should advocate multiple writing evaluation and reach the consensus of "teaching evaluation".Combine the existing support,integrate the argumentation knowledge;Strengthen higher-order thinking and train argumentation ability.In teaching evaluation,we should attach importance to students’ reflection and improve the efficiency of revision.Keep continuous evaluation and enrich evaluation methods;Analyze the proposition of college entrance examination and promote teaching by examination.Combined with the above teaching methods to design a "argumentative writing training" as the theme of a large unit of teaching,combined with the actual situation in teaching practice to summarize and reflect.In sum,the thesis introduces deep learning theory into the teaching of argumentative essay writing in high school and analyzes and discusses it in combination with the unified edition Chinese textbooks,hoping to provide a new idea for teachers’ teaching practice and deepen the teaching of argumentative essay writing in high school.