Research On The Teaching Of Argumentative Writing In Senior High School Based On Project Learning

The way of project-based learning is clearly mentioned in the Chinese Curriculum Standards for General High School(2017 Edition),pointing out that "learning task group" teaching should be organized through one learning project after another,which shows that project learning in middle school Chinese can promote the implementation of learning task group.This study combines project-based learning with the current teaching of argumentative writing in senior high schools,hoping to improve the teaching efficiency of argumentative writing,improve students’ writing thinking ability,and provide methodological guidance for effective argumentative writing teaching.In high school,the teaching of argumentative writing is very important.It can cultivate students’ ability to think rationally,improve the logic of language expression,and then enhance students’ Chinese core literacy.At present,argumentative teaching in senior high schools focuses on systematicness,while project-based learning is characterized by integrity.It integrates the same type of learning materials into a project.Students gradually explore learning methods based on a large number of reading materials,transfer the knowledge they have learned,and apply it to their own writing,so that students can "learn by doing".The research content of this paper consists of introduction,text and conclusion:The introduction mainly introduces significance of the topic,research status,research ideas,research methods,and the definition of related concepts.There are four chapters in the main body: The first chapter uses the literature research method to clarify the theoretical research of argumentative writing teaching in senior high school based on project-based learning,including the design principles and teaching types of projects;The second chapter uses case analysis to explore teaching strategies for argumentative writing,introduces the basic framework of this project teaching,and constructs a project teaching strategy system;The third chapter is about the teaching practice of argumentative writing in senior high school based on project-based learning;The fourth chapter uses the questionnaire method to analyze the teaching effect of argumentative writing in senior high school based on project-based learning.The conclusion part mainly introduces the research conclusion and the imperfections of this study.This paper presents the following conclusions: First,the teaching research of argumentative writing in senior high school based on project-based learning conforms to the concept of the new curriculum standard;Second,project-based learning can enrich the teaching methods of argumentative writing;Third,project-based learning can give play to students’ learning initiative.In addition,there are some problems exposed in the teaching practice,which need to be improved in the future teaching process.To sum up,the research on project-based learning based argumentative writing teaching in senior high schools is of practical significance and strong operability.I hope it can be implemented in the teaching practice of argumentative writing in senior high schools.