Reflections on argumentative teaching 1 Can you teach students argumentative writing? How many of your students can write argumentative papers?
As soon as the first class was over, I came to the door of class 16 with my book under my arm. This is not a whim of mine, but recently, I found that educating students is more of a form. Philosophically, content determines form; Form serves content, but I think in teaching, at least in Chinese teaching, openness is determined by content.
What form determines what content?
Formally, it can be divided into discipline specialty and classroom organization teaching, and extracurricular tutoring can be classified as classroom organization.
Here, let's talk about the latter.
Classroom organization teaching is first of all the psychological preparation of teachers and students. For example, the teacher came to the classroom in advance. This has two advantages. First, learn to be quiet quickly. Second, teachers can use these few minutes to sort out their teaching ideas in this class. Some schools advocate waiting for classes, which I think is scientific.
Secondly, material preparation. Books, exercise books and pens are all indispensable things. Some students can't find their textbooks; Some students can't find a study plan; Some students want to drink water; Some students have to go to the toilet-if these things or things are not ready, students will not study with peace of mind.
Besides waiting for classes, the most important thing for teachers is to prepare lessons. Teachers' lesson preparation can be divided into big lesson preparation, big lesson preparation and small lesson preparation. Preparing lessons is the improvement of teachers' academic quality, which is a long-term process. For Chinese teachers, preparing lessons is mainly reading. But this kind of reading is slightly professional and not popular. Popular reading is more about killing time with water, mainly to satisfy curiosity and pay attention to the twists and turns of stories. Chinese teachers' reading should be slightly different from mass reading. It should pay more attention to the form of the article, such as rhythm, details, speech form and so on. However, only after the mass reading stage can we enter the specialized reading stage. Because mass reading is an effective way to cultivate interests and habits. Small lesson preparation is taught by the author himself, that is, write down the main steps of this lesson a few minutes before class, so as to standardize his classroom and avoid confusion.
Reflections on argumentative teaching Part 2 Students find argumentative writing boring and difficult to understand, and the classroom atmosphere is not as active as learning narrative. An attempt at argumentative teaching changed my prejudice against argumentative teaching.
The content is simple, the structure is clear, and some careful designs have been made before class. In the first class, I played Beethoven's Symphony of Destiny for my classmates. After the students came out of the music, I asked them to talk about their feelings about listening to this music. Many students described their understanding of this song, and the class was full of excitement. Therefore, I ask my classmates to think: "After listening to Beethoven's music, think about it. How should we achieve our goals and ideals? " The students naturally talked about the viewpoint in the article, "Struggle is the ladder to realize the ideal." Thus, the text teaching is introduced. Students read the text very carefully, trying to find the author's views on how to struggle in the article, and combining their own views to understand the examples.
Most students devoted themselves to the whole reading process and achieved good teaching results. In the second class, the teaching goal is to "learn how to prove a point with concrete examples". Before class, I carefully analyzed three arguments and arguments, and determined one argument as a breakthrough. After class, please read this natural paragraph first, find out the viewpoints and examples in the article, and then discuss in groups: "From this paragraph, we can see what problems should be paid attention to when using concrete examples to prove the argument?" During the discussion, the students put forward many opinions. In summing up the discussion, I asked the students to explain their reasons according to the original text, so that many puzzles were solved in the debate of judging right and wrong and clarifying reasons in the whole class. Finally, please independently summarize the opinions recognized by everyone and draw a conclusion. Although the language used is not consistent, but the meaning is roughly the same, that is, to prove the point with specific examples, we should pay attention to:
(1) The case should be consistent with the opinion;
(2) The case should be representative;
(3) Make appropriate comments on specific cases, so as to link them with opinions;
(4) The case narrative should be concise and to the point. From the teaching of the above two links, I realize that argumentative teaching should start with perceptual content as much as possible, which can arouse students' interest in learning; It is also a way to mobilize students' thinking enthusiasm by using the rigorous thinking of argumentative essays.
In recent years, under the guidance of the baton of college entrance examination, front-line teachers have made many positive and effective attempts in argumentative teaching in senior high schools. In the actual argumentative teaching, we often teach students how to examine questions, how to build a framework, how to accumulate materials, and how to learn from the successful methods of high-scoring examples ... Most students write an argumentative essay with the methods provided by teachers, but how to organize materials to make them logical and how to analyze them to reflect depth is still a problem that has long plagued front-line teachers. In addition to implementing test-taking skills, we should also think about what teachers can teach students in addition to this, so as to fundamentally stimulate students' thinking ability. Judging from the teaching attempts in recent years, I think the following three aspects can effectively improve students' thinking ability and argumentative writing level.
First, basic logical knowledge can guide students to organize materials reasonably and fully demonstrate. Logic judges and infers by studying concepts and propositions. Knowing some basic and systematic logical common sense, especially the requirements of strict argumentation in logic, is helpful for students to organize their language reasonably and reflect complete, sufficient and clear argumentation ideas. When students demonstrate a certain point of view, they often state an example of about 200 words, and then rush to a conclusion, which makes the demonstration process incomplete and insufficient, let alone convincing. Before, I suggested that students read some relatively simple logic works (such as what is logic and fifteen lectures on logic by Peking University and Chen Bo), and found that students who have studied this course have a very significant innate advantage in argumentation. This makes me see the potential and practical role of logical common sense in argumentative writing, and has always integrated the introduction of logical common sense into daily teaching.
Secondly, from the long teaching exploration, social psychology is very practical in the perspective of students' case analysis. The "Little Yue Yue Incident" that caused widespread social thinking a few years ago also caused me to think about students' discussion level. I found that most students have an inexplicable sense of moral superiority when citing this example in their compositions. They criticized passers-by for their "social indifference" and "moral corruption" with sharp words, so they had to "appeal for love" ... I'm tired of reading such stereotyped words. Why not imagine: "If you are on the scene, can you guarantee that you are not passers-by A and B?" Apart from analyzing similar incidents from the perspective of social morality and social responsibility, don't we have other perspectives? Are "criticizing indifference" and "calling for love" just a few seemingly powerful words? Most of the examples given by students are various social phenomena. Since it is a social phenomenon, there will be many dimensions in analyzing social phenomena. This reminds me of social psychology. Social psychology is very rational in analyzing social phenomena such as "little joy" and "helping or not". It calls for social responsibility, but out of the "responsibility sharing effect" or "conformity" psychology, it gives appropriate "understanding sympathy" to these indifferent passers-by without too much criticism. So how to break through this "responsibility sharing effect" or "conformity" to "altruism" is also involved. If students use the basic knowledge of social psychology to write, they will definitely surpass the students who only write in terms of moral superiority.
Thirdly, guide students to read some relatively simple philosophical works (such as Plato's Republic, Descartes' On Method, Russell's History of Western Philosophy, Feng Youlan's A Brief History of China's Philosophy, and Fernando Savart's Invitation to Philosophy). ) is not only the task of political science, but also the responsibility of opening wisdom and inspiring thinking in argumentative teaching. When talking about the experience of translating The Invitation of Philosophy, Lin Jingwei said: "Philosophy belongs to the spiritual life of every thinker. As a knowledge closely related to life, it does not give us anything to pick up and put down, but gives us the courage and judgment to pick up and put down. It can't solve the problem of' valuing life', but it can help us to bear' light life'. [Editor for you] "This poetic expression is also showing us the importance of philosophy to people. Philosophy is profound. Without a philosophical foundation, it is difficult for argumentative essays to have extraordinary opinions. I'm finding that those students with a good philosophical foundation, whose articles seem to be full of irresistible light, wisdom and talent, can be "everywhere" in an exaggerated way, so that people who have read them can still clearly remember their feelings after many years.
In short, the ancients said, "Things have a beginning and an end, and knowing each other is a shortcut." Teaching some common sense of logic and social psychology and guiding students to read philosophical works seems a bit circuitous, as if it has nothing to do with the actual college entrance examination skills. But students' thinking ability, analytical angle and other fundamental problems are solved, and they will be "born with it". However, the thinking ability and the ability to analyze social problems are not created out of thin air, but are formed through strict long-term training. This requires front-line teachers from a long-term perspective, jump out of the simple examination circle, design some related teaching contents (if it is impossible to arrange class hours, you can also recommend some such books to students), arouse students' attention to logic, social psychology and simple philosophy, and thus solve students' problems in negotiation with knowledge that can really improve their thinking level.
Reflection on Argumentative Teaching During my stay in China, I always felt the orderliness and systematicness of China's teaching, especially argumentative teaching. On the other hand, there are many problems in our own argumentative teaching, mainly in the following aspects:
One of the shortcomings: argumentative teaching lacks purpose.
In the usual argumentative training, most of them are obviously random. Let's talk about the formulation of argumentative topic first. In most cases, the topic of an argumentative essay is made randomly and blindly-you have to write an argumentative essay first and then find a topic. Moreover, topics are often found on the Internet or in topics done in previous years. Write whatever you find. This way of argumentative proposition leads to the blindness of argumentative teaching. The school stipulates to write an argumentative essay every two weeks, so the Chinese class in class every week is often used to write an argumentative essay. In this way, we are only satisfied with the number of argumentative papers, regardless of how much the students' argumentative level has improved or what the consequences will be. In a word, argumentative teaching has no direction and no clear scientific goal.
Deficiency 2: Argumentative teaching lacks systematicness.
With the arbitrariness of argumentative teaching, argumentative teaching lacks order and systematicness. Most teachers don't have argumentative teaching plans, and argumentative teaching is chaotic. In this way, there is no specific teaching plan in the argumentative class, but an argumentative essay is arranged for students to write, and then corrected and commented. As for the effect, that is another matter. Imagine that argumentative teaching has no clear purpose, no clear difficulties and key points, not step by step, but arbitrary. In this way, argumentative teaching can only make students become machines to complete argumentative tasks, and it is difficult to know the pros and cons of their argumentative writing, and it is also difficult to conduct argumentative training in a targeted manner to improve their writing ability and stimulate their writing motivation.
The third deficiency: the utilitarianism of argumentative teaching.
The baton of college entrance examination makes argumentative teaching in senior high school lose its normal and orderly teaching environment. Since the resumption of the college entrance examination, the argumentative essay in the college entrance examination has gone through several stages: propositional argumentative essay, material argumentative essay and topic argumentative essay. Although many media and experts think that topical argumentative writing is the best form of argumentative writing in the examination room, in fact, we have no right to find reasons to say who is right or wrong. They should all have their own reasons and space for existence. Students must want to enter the ideal university when they arrive in high school, so the teacher will lead them to follow the baton of the college entrance examination. We will train them to discuss materials when you take the exam, and we will train them to discuss topics when you take the exam. We won't do "useless work", and everything will be in line with the college entrance examination! But it turns out that utilitarian argumentative training can't cope with the exam, and it is not conducive to the improvement of students' writing ability.
Based on the above reflection, how can we make argumentative teaching in middle schools enter a benign development space? The author and the teachers in the same school groped in the "darkness" and got the following experience.
First, determine the specific objectives of argumentative teaching
The goal of argumentative teaching should be established according to the thinking characteristics and intelligence level of students of different ages. Senior one, senior two and senior three also have great differences in cognitive level and thinking level, and the accumulation of knowledge and experience is also different, so the contents and objectives of argumentative teaching in these three grades are also different. Specifically, senior one mainly carries out narrative training, senior two mainly carries out argumentative training, and senior three carries out comprehensive training in the direction of college entrance examination.
Second, the development of argumentative teaching plans
Focusing on the training objectives of argumentative writing in different grades, we should decompose the objectives and cultivate students' argumentative writing ability step by step. For example, at a higher level, a series of small training objectives can be formulated: (1) Write a person's personality-learn to write a person's narrative; (2) Revealing the significance of the event-learning narrative; (3) Imitate the characteristics of scenery-learn the description of scenery, etc. Senior two can be trained as follows: (1) study the topic of the proposed thesis; (2) learn to refine opinions; (3) learn to use arguments; (4) Learn to arrange the argument structure.
Third, take effective measures.
(1) Link argumentative teaching with reading teaching.
Argumentative writing is a highly personalized learning activity, and it is also a spiritual activity associated with students' emotions and thoughts. If students want to have feelings and thoughts in argumentative essays, they can start with the daily activities of Chinese teaching-reading teaching. Throughout the compulsory Chinese textbooks for senior high schools, there are famous articles with both literary quality and beauty. These articles have sincere feelings, rich thoughts and gorgeous language, and the author's character cultivation is exemplary. Make full use of these resources, restore Chinese as the true face of "human studies", and try to get into the characters and authors in the works as much as possible on the premise of enabling students to master certain basic knowledge of Chinese, thus enriching students' emotional experience, improving students' cognitive level, and making students feel, think and gain something in their daily Chinese learning activities. In addition, we can also learn from these beautiful writing methods in teaching, such as Zhu Ziqing's Moonlight on the Lotus Pond, and we can learn from lyrical writing methods. By teaching Sun Yat-sen, president of Bubu, you can learn the writing articles of "seeing the big from the small".
(2) Make full use of the activity time of 5 minutes before class.
Another difficulty in students' writing is the lack of rich content. Often the pen is empty, and the next pen is full of nonsense, which is especially typical in argumentative writing. As we all know, it is impossible to write a substantive article without a lot of reading. Although the curriculum standard requires senior high school students to read at least 6.5438+0.5 million words after class, the actual situation is that most senior high school students are unwilling or have no time to study except a few students. Reality is reality, and it is useless to complain about students blindly. Since most students don't read enough, since the improvement of argumentative writing can't be achieved overnight, and there is not enough time for argumentative teaching and training, I will make up for it with pre-class activities and try my best to normalize reading and writing training. Read two short essays to students before each Chinese class last semester (from the book Great Wisdom in Short Stories). The selected articles focus on students' ideological enlightenment, taking into account the use of arguments in argumentative essays, and are well received by students.
Reflections on argumentative teaching article 5 argumentative teaching has always been a difficult point in high school teaching. How to teach argumentative class well is really embarrassing for Chinese teachers. When it comes to argumentative writing, students are always timid, and some students can't write a few words in a class. Writing argumentative essays in high school Chinese is a key point. The first instruction of argumentative writing is "how to choose the angle of argument". After this class, I ask students to write an argumentative essay. I thought the students would write well, but I changed it and found that the writing foundation discussed by the students was so weak. The characteristics of their argumentative essays are:
1, put forward the central argument at the beginning, followed by several narrative examples, and then the end of the article is over;
2. Examples are all narratives. For argumentative writing, some people pretend to be the host. I don't know whether the whole article is narrative or argumentative.
3. The analytical ability is weak, and the article rarely sees strength analysis.
Therefore, in the guidance of the second argumentative paper, combined with relevant materials, the "how to examine questions, how to choose and use arguments" is explained in depth to further guide students. I mainly teach them what kind of argument is appropriate. It depends on your central argument and whether the example you choose implies a central argument. If not, they are not needed, and not all examples can be used. The selected examples must be typical. I chose an example from a student's argumentative essay. He wrote, "There is a girl in our school, …". Let's see if this example is ok. As a result, the students thought about it and said no, because this example is not typical enough. I agree with the students. Tell them that when writing an argumentative paper, never say "what the uncle next door said" or "how about a classmate in our class". The selected examples must be well-known and well-known, so as to be convincing.
In the choice of argument, it is mainly to give students a long narrative example and tell them how to delete, delete branches and leaves unrelated to the central argument, and only keep the part that can prove the argument. The selected examples should be in general language, not too long. After this semester's argumentative class, I reflected on my argumentative teaching.
1, the adjustment of argumentative text style.
Try to simulate the exam scene, increase the sense of urgency in writing, speed up writing and enhance students' mental concentration. First, write enough words within the specified time, then slowly train your literary talent, roll it up after class, register those who don't hand in their names, and stop accepting argumentative papers after class, that is to say, those who don't finish writing within the specified time will not accept their argumentative papers. The saved class is used to comment on argumentative papers. When you meet excellent works, you should praise them, or post them in class, or read them aloud in class, or go to school to enhance students' sense of accomplishment.
2. Actively change students' ideas and make them understand that they are not writing argumentative papers, but writing works. Not to deal with the teacher in order to complete the task, but to try to write excellent works that people praise and appreciate. Before writing, you should be aware that you are writing this article for publication. As soon as the concept changes, the taste changes and the requirements for yourself are different. They are often carefully conceived, carefully selected and refined.
3. Cultivate students' awareness of revision. Good articles need to be revised, and they should be revised by themselves. I have to have a process of trying to figure it out again and again. It is really "singing a word and breaking a few necks." You can try taking an argumentative essay revision class. In the last class, students can read their argumentative papers aloud. If they feel bad, they can modify it until they are satisfied. You can write the revised one again, so that students can compare the two articles before and after, which will help to increase their sense of accomplishment, because this is the result of their own labor. In fact, this revision process is also a process of improving students' writing level.
4. Take part in the reading class, because reading and writing are inseparable.
It is reasonable for the ancients to "read thousands of books and write like a god". Without reading and rich material accumulation, it is impossible to write a thousand words in one fell swoop. We should constantly explore the forms of reading classes. When I visited Shanghai Jiading No.2 Middle School, I found that their reading classes were very distinctive. Their reading class realized the connection between reading and writing. When reading, students must record their feelings, that is, the spark of their spiritual thinking. If inspiration comes, they can create freely on the spot. There are usually two classes in reading class, and the textbooks should be handed in to the teacher immediately. During the period, the teacher visited and gave individual guidance.
Writing an article is practice. Practice makes perfect. The faster you write, the more you can write.
If you don't write an article for a month, let alone write a good article, you may not even have enough words. This is my profound experience. Usually, students should strengthen their writing practice. Argumentative class alone is not enough. It is necessary to take various forms such as reading notes and encourage students to participate in writing competitions and encourage them to create.
6. Teachers should often go into the water to write and share the fun of creation with students. In this way, teachers will not just talk but not practice, and it is easy to find students' problems. When giving students writing guidance, don't scratch your boots or be vague. But to create with students.