This class is an irregular composition, and it is also an article that teachers are entangled in and students don't like. The reason is that some scholars think that the beginning of this argumentative essay is too long and the views are unclear, while others think that the whole article is a bit messy and some paragraphs should be deleted. In the old textbooks, there is more than one correct answer to things. The new textbook has been renamed "Talking about Creative Thinking", and the content has not changed. Whether studying this article from a critical point of view or a rational point of view, I think the best proof is that the editors of the textbook department re-select this controversial article. So I think we should study it from a rational point of view and from a conventional point of view of style. To determine the teaching content according to the stylistic characteristics of argumentative writing, we must start with the three elements of argumentative writing, namely argument, argument and argumentation. There are several clear understandings about the learning situation: 1, students have learned, and teachers don't need to tell students what they know or just review their studies. 2. The argument of this paper is ambiguous not only among students, but also among teachers. A few years ago, some teachers thought it was "there is more than one correct answer to things", but now it is generally considered as "being a creative thinking person" with the change of topics. Some teachers have finished teaching, but they still seem uneasy about the argument. 3. Students have always been able to clearly distinguish argumentation methods, but they have a vague understanding of the strict logical relationship between arguments and materials, which is manifested in the fact that when learning to write argumentative essays, materials cannot prove arguments or are unconvincing.
Based on the characteristics of argumentative writing style and students' learning situation, I define this course as an exploratory course of argumentative reading methods. At the same time, combined with the requirements mentioned in this unit, we should pay attention to grasping the author's point of view, analyzing the materials used in argumentation, understanding the relationship between the points of view and the materials, and mastering the methods of argumentation. I have determined the teaching objectives and difficulties of this article:
Teaching objectives:
1. Understand the content elaborated by the author around creative thinking, and summarize and grasp the author's views.
2. Clarify the thinking of the article to explain the problem and understand the relationship between thinking and materials.
3. Contact the reality of study and life, encourage students to think independently and freely, and consciously cultivate students' creative thinking ability.
Teaching emphases and difficulties:
Focus: clarify the thinking of the article to explain the problem and summarize the author's point of view.
Difficulties: Understand the relationship between ideas and materials, and grasp the rigor of argument.
1, Situational Stimulation Method: In the introduction of this lesson, I designed three pictures to let students answer what they saw from the pictures, create situations, stimulate students' interest in learning, and naturally lead to more than one correct answer to things, and then lead to topics.
2. Inductive summary method: By comparing the topics and arguments in the argumentative writing unit, summarize the relationship between the topics and arguments. Combing the content of the article around creative thinking can clarify the argumentation ideas and summarize the central arguments of the article.
3. Discussion and inquiry method: discuss the argumentation method in the article and explore the relationship between arguments and materials. Grasp the rigor of the argument by replacing the enumeration discussion.
4. Comparing questioning method: By comparing the old and new questions and materials, we can deepen our understanding of the arguments and the relationship between materials and viewpoints.
(A) situational introduction to stimulate interest.
(2) Explore the content, clear the train of thought, and master the methods of inductive argumentation.
(3) Explore the argumentation method, clarify the relationship between materials and opinions, and grasp the rigor of the author's argumentation.
(4) expand and extend.
(5) Summarize the full text.
(6) operating supermarkets.
1, the capacity is too large and the difficulty is a bit high. 2. I don't know much about the academic situation and overestimate the students. 3. There is too little time for students to think.