The Application Of Mind Mapping In The Teaching Of Argumentative Essay Writing In High School

"Chinese Curriculum Standards for Ordinary High School(2017 edition)" lists "development and improvement of thinking" as one aspect of the core quality of Chinese subject,and clearly points out that Chinese education should promote the development of students’ thinking ability and the improvement of thinking quality.It can be seen that training students’ thinking ability is one of the important tasks in high school Chinese teaching.Thinking and language are inseparable,and argumentative writing is the direct expression of students’ comprehensive use of language,but also an important standard to measure students’ thinking ability.Therefore,the teaching of argumentative essay writing is very important for the cultivation of high school students’ thinking ability.However,the students’ argumentative essay writing level is affected by blocked thinking,logic chaos and other aspects,so the teachers have many difficulties in teaching.As a visualized thinking tool,mind map can reveal the thinking of students in the process of writing,help students divergent thinking,sorting out thinking,and is conducive to improving students’ argumentative writing level.Therefore,the author believes that the combination of mind mapping and argumentative writing teaching in high school has practical significance.The paper is divided into five parts: The introduction briefly discusses the reason of topic selection,research significance,research status and research methods.The first chapter is to investigate the current situation of argumentative writing teaching in high school and analyze the causes of problems.Combined with the questionnaire and the interview between teachers and students,this paper analyzes the problems of argumentative teaching in the aspects of curriculum standard requirements,teaching methods and teaching content from the teacher dimension,and analyzes the causes of the difficulties in argumentative teaching in the aspects of slack psychology and fear psychology from the student dimension.The second chapter discusses the feasibility of the application of mind map in the teaching of argumentative essay writing in high school.This paper expounds the concept of mind mapping and argumentative writing teaching and the theoretical basis of their combination,studies the practical needs of mind mapping in the application of argumentative writing teaching in high school,and summarizes the significance of mind mapping for teachers’ argumentative writing teaching and the role of improving students in many aspects.The third chapter studies the application strategy of mind map in high school argumentative writing teaching.According to the teaching practice,this paper puts forward three suggestions for teachers to improve their understanding,correct demonstration and feedback,and improve their design ability in applying the mind map to teaching,and discusses the specific application strategies of the mind map in the teaching of argumentative essay writing in senior high school from the perspectives of material accumulation,reviewing and planning.The conclusion summarizes the main contents of the thesis and points out that the application value of mind map in argumentative writing teaching should be viewed dialectically.Innovation:First,the combination of mind mapping and argumentative writing teaching in high school,with specific composition teaching cases for example,enriches the theoretical content of argumentative writing teaching.Second,combining with Professor Zhao Guoqing’s interpretation of mind mapping,this paper puts forward specific suggestions on mind mapping in high school argumentative writing teaching.Thirdly,it attaches importance to the sorting function of mind map,and applies the sorting function of mind map to the accumulation of argumentative materials of students,and puts forward the strategy of sorting according to the subject.