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Argumentative Essay Sample for High School Students

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The guiding principles of the Curriculum Program, "Education should be oriented to the world, to the future, and to modernization" and "Education must be in the service of socialist modernization, and must be combined with productive work to cultivate socialist builders and successors of the socialist cause, who have all-rounded development of morality, intellectuality and physical fitness", were introduced. The guiding ideology of "Curriculum Program" was introduced, and the spirit of "the second-phase curriculum reform" to establish new curriculum concepts, innovate classroom teaching ideas, and reform teaching materials and methods set off a layer of shock waves in teachers' educational work, breaking the traditional education and teaching modes, and trying out new and effective teaching programs. The concept of "student development as the basis" requires us to y understand and face.

Learning the spirit of the "second phase of the curriculum reform", the practice of classroom teaching innovation, in the traditional classroom teaching mode, to inject to strengthen the scientific spirit, the humanistic spirit as the core of the teaching concept, to change the way students learn, and further expand the classroom teaching space as a breakthrough, I tried to have some experience.

In the enrollment of art school students, in addition to a part of the students is because of hobby art and choose to specialize in learning, more people in junior high school did not play a good foundation for cultural learning, the results are not ideal, and rushed to the art college admissions scores are relatively low in the actual situation and choose to learn the art profession. And the reality is: these students in the three years of high school, both to complete the study of professional courses, but also to complete the study of cultural studies, to participate in the college entrance examination in June, its learning task is not easy. Since the students' foundation is relatively weak, and they have to complete the study of the unified textbooks at the senior high school level like other general finishing schools, they are overwhelmed in terms of time allocation, interest in learning and energy input. This is the reason why there are "Students of low Achievement" in all subjects, especially in English.

To address this situation, it is the main task of the teachers to choose teaching materials suitable for the actual level of the students, to realize the enlightenment and training of the students in the classroom, to fully develop the role of the students in the process of learning, and to complete the effective development of multiple abilities of the students.

Learning the spirit of "the second phase of the curriculum reform", I realized that: in the process of school education and teaching, students are always the main body of learning in the classroom, the students' learning experience, learning goals, learning interest, etc., all aspects of the classroom constraints on the effectiveness of classroom teaching to play. And English as the object of students' cognition, learning and mastery is an object, so it is necessary to change the teacher's own ideological understanding of the problem and update the concept in English teaching. Teachers should create conditions to maximize students' inherent subjective ability and not regard students as passive recipients of language knowledge. They should take into account the students' learning experiences and social experiences, and develop the students' multiple intelligences fundamentally.

In the traditional mode of teaching, teachers tend to consciously or unconsciously make themselves the main body of students' knowledge. The classroom phrases that best reflect this view are: Do you understand it? or: "Do you all understand it?" If the students answer in the affirmative, the teacher proceeds with satisfaction. But it doesn't last long, and it's not long before you hear the teacher reprimanding the student, "How many times have I told you this, and you still don't know it!" Let's not talk about "how come you still can't do it" or "if you know it, you must have mastered it" for the time being. Let's analyze the concept of teaching contained in "how many times have I told you". To "teach" is to impart knowledge, and to "teach" in an English class is to make clear the forms of language or knowledge of language, such as lexical transitions, phrase structures, and grammatical rules. How many times have you taught" does not mean that the teacher's classroom teaching task has been completed, but only the first step, for the students in the American class, the level of the students is uneven, the teacher should take into account the overall factors of the students, taking into account the different levels of the students on the demand for knowledge, therefore, in the "second phase of the reform" practice, the teacher should take into consideration the overall factors of the students. "In the practice of the second phase of the curriculum reform, teachers should help students to promote the combination of language form and language meaning, so that the language form serves to express the language meaning, and at the same time, in the process of classroom teaching, pay attention to the humanistic connotation of science, so as to make LEARNING and DOING promote and integrate with each other, and so as to enable students to really learn to use the language.

I think that teachers should consider students' learning while teaching. Training learning strategies and developing multiple intelligences is another topic that teachers should pay attention to in classroom teaching. We say that learning strategies are the steps, methods and techniques that students adopt in the process of learning English knowledge and developing English skills. Multiple Intelligences are the necessary abilities for students' lifelong sustainable development. In real life learning, all students have their own learning strategies, the difference is that the good ones are good at combining good strategies with language learning and use. The difference is that the good ones are good at combining good strategies with language learning and use, whereas those who are not good enough are often unable to adapt their strategies to the learning task and fail to harmonize the two. In other words, the learning strategies of the "poor" students are often incompatible.

In the practice of the second phase of the curriculum reform, the training of learning strategies in the classroom can be carried out through the following aspects:

Another planned observation of students' learning strategies and targeted training. Understand what useful strategies students lack, and then focus on training in the classroom, so as to achieve the purpose of strengthening.

Second, according to the content of the study or training requirements, to determine the thematic training objectives, in the classroom one or more focused on strategy training. For example, the training of word memory strategy, the training of free association (brainstorming) strategy in English writing or the training of avoidance strategy in communication.

Three, immediate training on individual problems identified in the classroom.

Fourth, for individual students in the learning of strategy problems, in the classroom training for the whole class, in order to lead the majority of students to improve.

Fifth, strategy training and learning content combined, adhere to the long-term classroom teaching process, in response to the strategic problems of students, according to the content of learning, the design of meaningful communication classroom activities tasks, so that students in the completion of these communicative activities at the same time, not only to learn to use the form of language to express the meaning of the language, but also to make their own strategic ability to be improved.

Mr. Zankov said, "Once teaching touches the emotional and volitional sphere of the students and their spiritual needs, this pedagogy can be highly effective." Teaching is a bilateral interaction between teachers and students, teachers in the teaching process, first of all, to update their teaching philosophy, grasp the width and breadth of the classroom teaching to expand, good at discovering the excitement of students' learning, and follow the temptation, and the active use of information technology means, to achieve the perfect integration of the teaching curriculum. Secondly, we should try to find the teaching method that meets the students' actual situation, satisfies the students' needs and stimulates the students' interest, and on the basis of "three lines and one side" and "trinity", we should keep abreast of the times and perfect our personality in order to give full play to the students' main advantage in learning so as to achieve the "second phase of the curriculum reform". The first is the "second phase of the curriculum reform" of the fundamental purpose.

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