According to Professor Zhang Yuxin's exposition in The Logical Starting Point and Result of Instructional Design. The starting point here is "the logical starting point of instructional design", which means "the starting point of designer's logical thinking." Usually what we call presupposition reflects the logical starting point of instructional design. "So what is the purpose of teaching?" Wang Bangge's "teaching conception" is based on the characteristics of prose writing landscape, "guiding students to understand the characteristics of lyric prose in travel notes; Guiding students to taste the language through language and grasp the thoughts and feelings of the article' is actually his teaching result or the end point. "That is to say, the end point of teaching is the logical destination of teaching design." The Full-time Nine-year Chinese Curriculum Standard points out: "Read simple argumentative essays and distinguish opinions from materials (truth, facts, data, charts, etc. ), find the connection between ideas and materials, and make judgments through your own thinking. "Obviously, being familiar with the stylistic knowledge related to argumentative writing has its scientific basis. The choice between argumentative reading and expository reading shows that it is of practical significance to learn argumentative style knowledge. Therefore, in general argumentative teaching, the end point of teaching is to find out the central argument of the article, and the starting point of teaching is either the argumentation method, the language of the argumentative article, and sometimes the central argument of the article. The starting point of teaching should be determined according to the characteristics of this argumentative essay or the characteristics of students' knowledge base. This is in line with the requirements of "Full-time Nine-year Chinese Curriculum Standard" and is also the call of senior high school entrance examination. Is the teaching starting point and end point of the article "There is more than one correct answer to things" the same? Is the beginning and end of the first lesson the same as that of the second lesson? I don't think so. Judging from the arrangement of teaching materials, the article "There is more than one correct answer to things" has two characteristics, which are not conducive to teachers to determine the starting point and end point of this teaching method: one is the first argumentative essay in junior high school published by Jiangsu Education Publishing House. Knowledge novels, essays, biographies and poems that students have been exposed to before. According to the curriculum standards, primary school students do not need to introduce stylistic knowledge, let alone embody stylistic features in teaching. So students don't know what this is called argumentative writing, what are arguments and arguments, how to demonstrate them, and the characteristics of argumentative writing language. Therefore, the starting point of teaching is the method of argumentative writing, the language characteristics of argumentative writing and the characteristics of argumentative writing, which are obviously inappropriate. What should it be? Second, the teaching materials are not arranged according to the style, but according to the humanistic content, and they are arranged in units that pay attention to science. There is only one argumentative essay in this unit. The first one is Experiment on the Leaning Tower, which belongs to the biography category. The latter one is "What's in the Universe", which is an expository text, and the latter one is "Meng Qian Er Ji", which is a classical Chinese and a notebook in style. Therefore, students' argumentative writing knowledge can not be consolidated, and the stylistic knowledge of argumentative writing can not be planned in one unit. So where is the starting point and end point of the instructional design of this argumentative essay? I think we should make an overall plan from three years of junior high school study. Students are not required to understand all the knowledge of argumentative essays at once according to the theme characteristics of this unit. Experiments on the Leaning Tower can be defined as a teaching end point, that is, students can understand Galileo's distrust of authority, insist on using experiments to test theories and explore new theories, love science, be brave in innovation, and be willing to contribute to science for life. " There is more than one correct answer to things, which can make students understand that people with innovative ability must have the quality of diligent knowledge, the knowledge and consciousness of flexible use of knowledge, the habit of grasping inspiration and the spirit of perseverance as the end point of a teaching. Judging from the characteristics of this text itself, there are three difficulties in the textbook. (1) Introduce the topic of creative thinking with an interesting mathematical problem at the beginning. But this is not the central argument of this paper. Generally speaking, the title of an argumentative paper is the central argument of the article. Some argumentative papers put forward the central argument at the beginning of the article, so that students can grasp the central argument of the article as soon as they read it. This writing method is suitable for beginners to learn argumentative writing. One of the difficulties in teaching is that this writing method does not put forward the central argument at the beginning. (2) Is the central argument in the middle of the article? Are there any obvious sentences or paragraphs (transitional paragraphs)? Neither. This is the second difficulty. (3) Is the central argument at the end of the article? Yes, but, unlike the general argumentative essay, the central argument is directly indicated at the end, that is, students can directly draw the sentences in the original text as the central argument of the article through reading. The central argument of this article is relatively hidden, which is synthesized by students on the basis of understanding the text and summarized in their own language. This is the third difficulty. Therefore, it is inappropriate to take "mastering the central argument of the article" as the starting point of this text, because it is inconsistent with the learning situation, and it is also inappropriate to take it as the end point of the teaching design of the first class, because the article can't be learned in one class. I think if we want to be the end of the teaching design of this text, we should change the word "mastery" in "mastering the central argument of the article" to "perception". But it can't be the end of the teaching design of the first class. This is determined by the characteristics of the central argument of this paper. It is also determined by academic conditions. So where is the end point of the first class teaching design? This should also start from the teaching starting point of the first class. What is the starting point of the first class teaching design? The author thinks that "summarizing the essential elements of creative thinking-mastering all kinds of knowledge, having the attitude and consciousness of flexible use of knowledge, and making unremitting attempts." "The reasons are as follows: First, students can't learn the whole text in one class, so we can only lock an independent part of the article. Second, students train generalization ability from primary school to junior high school. Third, it is still difficult for students to sum up this point and need to jump. It needs teachers' careful design, so it is reasonable to take it as the starting point of the first class teaching design. So what is the end point of the first class teaching design? The author thinks it is "feeling the difference between citing argumentation in argumentative writing and language description in novel prose, and the difference between citing argumentation in argumentative writing and novel prose writing". Some people think that there are too many reading clubs to finish a class. I think it's possible. We can compare and study the texts we have studied. This will not only reduce your time to be familiar with the text. It can also guide the reading of articles to a deeper level. It can also highlight the characteristics of citation and example argumentation, and strengthen the stylistic awareness of argumentative essays. Lay a solid foundation for further study of argumentative writing. Students in the argumentative reading questions of the senior high school entrance examination often confuse the style. Therefore, it is necessary and possible for students to understand the characteristics of citation argument and example argument. For example, in class, we can contact the language description of double happiness in social drama to let students understand the role of language description and the role of quoting language in argumentative writing; Position in prose, position in argumentative writing; And what are the scientific terms that define it in prose, and what are the scientific terms that define it in argumentation. Through discussion, the students understand that we call it language description in novels and essays and citation argument in argumentative papers. In prose novels, language description plays an important role in promoting the story and making the characters' personality characteristics more distinct. Expressing the thoughts and feelings of the characters can also play a role in expressing the thoughts and feelings of the author. Its role in argumentative writing is to be able to profoundly demonstrate arguments. The position in novels and essays is generally in the process of describing things, sometimes at the beginning, sometimes at the end, sometimes in the middle, but it can be intertwined with narrative, environmental description and discussion. However, in an argumentative essay, only some people's language is quoted to demonstrate a certain point of view. He doesn't need to describe anything, but the specific situation needs to be described. It's usually a passage that someone has said. At most, you can add some comments at the end of this passage. Make the purpose of the quotation more obvious. When distinguishing between demonstrating with examples and writing with prose novels, we can continue to compare one of the two examples cited in this lesson with the grave robbery in the social drama Luohandou. Let them find out the differences and master the characteristics of examples. Therefore, the article "There is only one correct answer to things" has three endings: one is about scientific spirit and quality, the other is about the central argument of the article, and the third is about the knowledge of style, that is, the characteristics of sensory citation argument and example argument. It is also said that the function of quoting an interesting question at the beginning is an end point. I think even the end of teaching can't highlight its importance. Why? It is best to take one lesson at a time for a text. If you take more lessons, nothing will happen. In this paper, three end points of teaching design are determined. There are two teaching starting points of this article: one is to summarize the two essential elements of creative thinking, and the other is to summarize that everyone should be confident of their creativity, be good at grasping small inspirations and persistently develop. The latter is the starting point of the second classroom teaching design. Because the end point of the first class teaching design can only be used as a teaching generation point of this text. In order to make students understand the central argument, they must combine the end point of the first class teaching design for reasoning.