The expression of "analysis" in textbooks, syllabus and curriculum standards;

Analysis in teaching materials (PEP);

The analysis in the textbook has two units, one is "learning demonstration" and the other is "learning dialectical analysis".

"Learning argumentation" mainly talks about the method of argumentation, and casually mentions the analysis, that is, "when using examples, we should pay attention to the facts and reveal the truth contained in the examples; Understand the internal relationship between arguments and arguments. Don't give examples to arguments without analysis. "

Dialectical Analysis of Learning focuses on reasoning and discusses "How to avoid one-sidedness?" "There are three points. First, the analysis should be comprehensive. The second is to avoid looking at the problem statically. The third is to pay attention to the transformation of opposites. "

The other version was written separately by the Chinese language room, with a little more details. The main contents are as follows:

It is not enough to have opinions and examples in an argumentative paper. We should analyze them, reason, demonstrate our own views, be persuasive and be willing to be accepted by readers.

So, how to analyze it? That is, after the examples are put out, I will talk about some reasons to link the materials with the opinions.

In reasoning and analysis, it is often the case that the arguments put forward are correct, but when analyzing and demonstrating, one aspect of things is overemphasized, which becomes an untenable' passing the scene'.

To avoid talking too much, we need to understand the nature and internal relations of things and grasp the discretion of analysis and judgment.

Reasoning and analysis will lead to another situation: only paying attention to one side of things and not paying attention to the other side; Pay attention to one factor and ignore others. This one-sided statement is naturally not very convincing.

When analyzing reasoning, we should also avoid looking at and analyzing problems statically.

Learn to make some dialectical analysis in the discussion, pay attention to look at problems dialectically, learn to analyze things objectively and comprehensively with a realistic attitude, learn to make in-depth analysis from the outside to the inside with a development perspective, grasp the essence of problems, and constantly improve the ability of dialectical analysis. "

Analysis in the outline:

Mainly in the "profound" item, there are two items:

"Look at the essence through the phenomenon", I understand that it is the essence analysis, that is, find out its internal law from the phenomenon, grasp its essence, grasp the main contradiction, and dig out the most valuable and fundamental significance.

"Revealing the internal causal relationship of things", as I understand it, means causal analysis, that is, deducing the cause from the result, or deducing the result from the cause, mainly to find out the root of the problem.

Analysis of curriculum standards;

"We should constantly improve students' abilities of observation, feeling, analysis and judgment, and at the same time pay attention to the depth and breadth of students' thinking, so as to enhance students' interest in inquiry and learning methods, and make the process of Chinese learning a process of actively exploring the field of knowledge.

I am good at finding and asking questions, and I can make my own analysis and judgment on the article, trying to explain, evaluate and question the article from different angles and levels. "

These two paragraphs directly put forward specific requirements for students' analysis. Firstly, the requirements of "depth and breadth" are analyzed. First, the premise of analysis: find problems and ask questions; One is the requirement of "different angles and different levels", that is, to look at the problem comprehensively; One is how to analyze, that is, "explain, evaluate and question".

"Develop the habit of independent thinking, questioning and exploring, and enhance the rigor, profundity and criticism of thinking."

This requirement is that the analysis should be "rigorous, profound and critical".

"Learn to observe life from multiple angles, enrich life experience and emotional experience, and have your own feelings and thoughts on nature, society and life."

The objects of analysis are pointed out here: nature, society and life.

"Only by accumulating materials in many aspects of life and study, thinking more and writing more can we have some feelings."

"To guide students to collect materials according to their writing needs, we can conduct social surveys through interviews, inspections, seminars, questionnaires, etc. And get useful information through books, newspapers, documents, the internet, audio and video. " "Know the world and know yourself."

"Participate in life, experience life and pay attention to social hotspots." This is the premise of analysis: accumulating materials; Know the world and know yourself. "Writing teaching should focus on cultivating students' ability of observation, imagination and expression, and attach importance to developing students' thinking ability and creative thinking."

Analysis is an important thinking ability. It is also the basic method to make the composition "profound".

The significance of syllabus and curriculum standards to students is self-evident. However, there is no "knowledge essay" in Chinese textbooks to introduce the analytical ability and requirements stipulated in these syllabus and curriculum standards. Just introducing "dialectical analysis" is actually far from enough, as simple as that.

Analytical ability is a very important thinking ability. The reason why arguments are separated from arguments is that some students have no analytical ability. There are many reasons for this situation, including the students themselves. I think high school students should have more reasons for unclear analytical ability. Why can't we clearly and specifically put forward the analytical ability that students should have? In my opinion, it should be put forward, so that we can learn clearly, teach clearly and test clearly.

Analysis is to reveal the truth and meaning contained in things; Reveal the relationship between things; Reveal the internal relationship between arguments and arguments; Think from the front, back and the changing process of things.

Views and arguments are a pair of contradictions, and solving this contradiction depends on analysis. Without analysis, there is no independent, novel and breakthrough point of view. No analytical ability means no argumentation ability, and argumentation can only be deepened in the specific analysis process. The process of argument analysis is the process of developing the idea of the article. Through layer-by-layer analysis, it is concluded that this is the soul of argumentative writing (in Sun Shaozhen). Argumentation means putting facts and reasoning. Reasoning is analysis, and the essence of argumentative writing is reasoning and convincing people with reasoning. "Reason" is the internal relation of things and the development law of things. How can the argument be profound? Only by analysis. Analysis is rational thinking.

In addition, the teaching of analytical methods is of great significance to the development of students' thinking, the formation, adjustment and promotion of values and the cultivation of listening, speaking, reading and writing abilities.

I think the basic analytical skills that high school students should possess include:

1, essence analysis: to see the essence through the phenomenon. Is to explore the internal relations of things and the fundamental nature of things. Or understand things as a whole and fundamentally.

2. Causality analysis: Because

3. Meaning analysis: analyze the function, value, influence and function of things to the subject, others, society and even the nation, so as to achieve profound goals.

4. Comparative analysis: Comparison is to compare two things relatively. Specific methods include positive and negative comparative argument and analogy argument.

5. Dialectical analysis: look at the problem in an all-round way, look at the problem from multiple angles in the process of contact and development, and pay attention to the transformation process of things. It is necessary to analyze the internal relationship of things themselves and the relationship between things and other things; It is necessary to see both the positive side and the negative side of things; We should not only see the main contradictions, but also the secondary contradictions, and pay attention to their changes and transformations under certain conditions.

6. What if: If not, what will happen? Imagine all kinds of possibilities, thinking diverges reversely, receiving unexpected results, and achieving the requirement of "reasoning and imagination are unique".

7. Conditional analysis: only-that is, analyze the conditions for the existence of arguments, thus revealing the logical relationship between arguments to meet the requirements of rigor. Whether things are established or not is conditional, and so is truth!

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