Innovative Practice of Trilateral Thinking Cultivation in High School Argumentative Essay Teaching

Huang Zqiang  【China】

Abstract

This paper addresses the issues of fragmented thinking training and superficial argumentation in current high school argumentative essay teaching, proposing a "Logic-novation-Critical Thinking" trilateral thinking cultivation model. By constructing three strategies—"Structured Topic Analysis with Mind Mapping", "Cross-Disciplinary Material Act of Viewpoints", and "Multidimensional Counter-questioning to Deepen Argumentation"—the path to achieve progressive thinking in argumentative essay writing is explored. The shows that this method can significantly improve the depth of students' argumentation and the quality of their thinking, and it has reference value for breaking through the stereotypes of exam-oriented writing

Keywords: High School Argumentative Essay; Thinking Cultivation; Logical Training; Innovative Viewpoints; Critical Argumentation; Teaching Strategies

1. Introduction: The Dmma of Argumentative Essay Teaching and the Direction of Breakthrough

Current high school argumentative essay teaching presents three contradictions:

The disconnection between test-taking skills depth of thinking: Teachers overemphasize template structures (such as the "five-paragraph, three-point" format) and the accumulation of materials, neglecting the inherent construction logical thinking, resulting in students' arguments being generic and their argumentation mechanical. In the classroom, students are often required to memorize a large number of model texts and famous say, ignoring the understanding and application of the logical relationships behind these contents. A sampling of college entrance examination essays in a province showed that 72% of argumentative essays only remained the level of stacking examples, lacking causal analysis, making the articles pale and powerless, unable to deeply touch the examiners.

The rigidity of teaching methods and the requirements innovation: The new curriculum standards emphasize "innovative thinking training", but actual teaching is still confined to the imitation of model texts or topic discussions. For example, when topics like "Technology and Humanities", students' viewpoints are highly homogeneous (86% focusing on "balancing the relationship between the two"), lacking unique and novel perspectives. This single teaching model limits students' creativity, making it difficult for them to break out of the fixed thinking framework and form personalized expressions in their writing.

Theconnection between evaluation criteria and the thinking process: Although the essay scoring criteria set dimensions such as "profound" and "creative", the lack of operable thinking training tools often teacher feedback at general evaluations like "the argument is not clear" or "the evidence is insufficient". During the evaluation process, teachers can only give some superficial suggestions, unable to guide students on how to improve their thinking process and argumentation methods, which makes it slow for students to improve their writing level.

Based on this, the author proposes a tr thinking cultivation model, laying a foundation with logical thinking, activating innovative thinking, and deepening critical thinking, to reconstruct the path of argumentative essay teaching. Through this model students can gradually cultivate innovative consciousness and further develop critical thinking ability on the basis of logical thinking, thus comprehensively improving the quality and depth of argumentative essay writing

2. Theoretical Basis: The Connotation and Teaching Adaptability of Third-order Thinking

2.1 Logical Thinking: The Skeletal System of Argumentative Essays

Logical thinking involves three levels: concept definition - reasoning chain construction - fallacy analysis. The shortcomings of high school students are:

a. Confusing synonymous concepts (such as "traditional culture" and "cultural heritage"). Traditional culture refers to the cultural traditions formed a long period of time by a nation or country, while cultural heritage refers to tangible and intangible cultural heritage with historical, artistic, and scientific value.

b. Argument jumps (such as the inevitable reasoning of "diligence → success"). Although diligence is one of the necessary conditions for success, it is not the only factor, other variables such as opportunity and environment also need to be considered.

Believing in authoritative arguments (such as the abuse of "as the ancients said"). Although wisdom of the ancients is worth respecting, it should not be accepted blindly, but should be analyzed and judged in combination with modern reality.

2.2  Innovative: The Source of Vitality of Viewpoints

Distinguished from the "creativity" that is boundless, the innovative thinking of argumentative essays needs to meet:

anger association (such as extending from "Dunhuang murals" to "the philosophy of white space in cultural restoration"), by connecting seemingly unrelated fields, creating new and ways of understanding. For example, the murals of Dunhuang are not only artistic treasures, but the white space treatment in the restoration process can also inspire us how to balance and innovation in modern design.

Reverse deconstruction (such as questioning the absolutization of "failure is the mother of success"), by critically thinking about traditional concepts reveals their limitations and scope of application. For example, the statement "failure is the mother of success" is inspiring, but in some cases, excessive emphasis on failure may lead to blind pursuit of risk, ignoring the need for steady development.

Cross-domain migration (borrowing the theory of "symbiosis" in biology to explain the inheritance calligraphy), by using interdisciplinary methods, applies concepts from other fields to new fields, thus generating unique insights. For example, the "symbiosis" in biology can be used to explain the inheritance and development of calligraphy art, and the mutual influence and reference between different styles and schools, like the symbiosis of in nature, jointly promote the progress of calligraphy art.

2.3 Critical Thinking: The Anti-counterfeiting Mechanism of Argumentation

Focus on cultiv:

Premise reflection (examining the implied conditions of "the internet economy necessarily promotes the spread of culture"): When discussing the impact of the internet economy on the spread culture, we need to deeply analyze the assumptions behind it. First, the internet economy relies on internet platforms and social media, which provide extensive channels for dissemination, but they also lead to the homogenization and superficiality of cultural content due to information overload and algorithm recommendation mechanisms. Second, the internet economy often pursues traffic and commercial interests, which lead to the over-promotion of some low-quality or popular culture products, while truly profound and valuable cultural content may be neglected. Therefore, we cannot simply think that the economy necessarily promotes the spread of culture, but should specifically analyze its actual effects in different situations.

Counter-example mining (using "shared bike chaos" to refute "technology inevitably enhances civilization"): technology has improved the level of human civilization in many aspects, there are also some counter-examples that show that technology does not always bring positive effects. For example, as a convenient of transportation, shared bikes should help reduce traffic congestion and environmental pollution. However, in practice, due to poor management, uneven user quality and lagging policy regulations, shared bikes appear in a state of chaos, such as random parking and severe damage, which not only fails to enhance urban civilization but also becomes a new problem for urban management. This phenomenon reminds that the application of technology needs to be supported by corresponding institutional safeguards and social consensus, otherwise it may have the opposite effect.

Stance conversion (re-examining the of live streaming with a consumer perspective): When examining the emerging business model of live streaming with goods, we usually focus on its impact on merchants and platforms. However, from the perspective consumers, live streaming with goods also brings many ethical issues. First, some hosts exaggerate the effects of products or conceal defects in order to attract attention and increase sales, which misads consumers to make purchasing decisions. Second, the immediacy and interactivity of live streaming with goods make the phenomenon of impulse consumption more common, and consumers are prone to purchase goods without sufficient consideration. In addition, there are also problems such as false propaganda and counterfeit products in some live streaming with goods activities, which seriously infringe on the rights and of consumers. Therefore, from the perspective of consumers, we need to re-examine the ethical issues of live streaming with goods, and call for the establishment of a more perfect mechanism and industry norms to protect the legitimate rights and interests of consumers.

Teaching adaptability analysis: The three-stage model covers the "core literacy of thinking development and improvement in the "Ordinary High School Chinese Curriculum Standards", which includes not only in-depth understanding of texts but also the cultivation of critical thinking and creative thinking. This ensures that students continuously improve their logical reasoning and problem-solving abilities through multi-level teaching design in reading, writing and oral expression. At the same time, the three- model is highly consistent with the "material interpretation-viewpoint generation-argument quality" dimension of the college entrance examination evaluation system, which is specifically manifested in: the first stage focuses basic text interpretation, helping students master basic reading skills; the second stage guides students to put forward independent opinions and cultivate their critical thinking ability; the third stage strengthens argument training and students' logical expression and argument use ability. This systematic teaching method not only helps students to achieve excellent results in the college entrance examination but also lays a solid foundation for their lifelong and development.

3. Innovation Strategies: A Pathway for the Implementation of Tri-level Thinking in Teaching

3.1  Logical Thinking Foundation: Structured Tools to Break Down Argumentative Chaos

The method of topic analysis using mind maps

Case: The topic is "Is paper books needed in digital age?"

Core concepts → Paper books (carrier/experience/symbol) VS Digital reading (efficiency/interaction/ecology)

Reasoning chain: Demand strat (learning type VS leisure type) → Functional substitutability analysis → Ineluctability of cultural value

Fallacy warning: Avoid the binary opposition of "either this or", emphasize multi-dimensional thinking, such as the tactile experience of paper books and the convenience of digital reading have their own advantages and disadvantages, and should not be simply opposed At the same time, consider the different needs of different groups of people, for example, students may prefer the learning effect of paper books, while young people may prefer the convenience andivity of digital reading. In addition, we also need to pay attention to the balance between long-term cultural heritage and digital preservation, paper books have unique value in cultural memory and records, while digital reading provides a wider range of dissemination channels and the ability to access information instantly.

Effect: The rate of deviation from the argument by students decreased by38%.

3.2 Innovation Thinking Activation: Cross-disciplinary Perspectives Ignite a Revolution in Views

Construction of a heterogeneous database

Scientific domain: the "Entropy Law" to interpret social involution (such as "Entropy Reduction: The Source of Vitality of Huawei"). The entropy law reveals that an isolated state, the entropy value of a system will continue to increase, leading to the system tending to disorder. This theory can be used to analyze problems such as intensified and uneven resource allocation in modern society, which is known as "involution". For example, in the workplace, employees keep investing more time and energy to obtain limited promotion opportunities but the overall efficiency does not significantly improve, and instead leads to the exhaustion and inefficiency of individuals and organizations. By drawing on the successful experience of enterprises such as Huawei, can see that through entropy reduction strategies, such as optimizing processes and stimulating innovation, we can effectively break the vicious cycle of involution and achieve sustainable development.

Art domain: Use "formulaic performance" of Peking Opera to analogize the balance between the standardization and innovation of argumentative essays. As a traditional art form, Peking Opera' formulaic performance has both strict norms and allows actors to innovate within a specific range. This balance is equally applicable to argumentative essay writing. In argumentative essays, it is to follow the basic structure and logical framework, but at the same time, authors also need to show unique insights and creativity in the argumentation process. By learning the flexible use of in Peking Opera performances, we can better master the skills of argumentative essay writing, maintaining the rigor of the article while losing the personalized expression.

View reconstruction training

ps:

Conventional view → "Adversity makes people grow"

Reverse questioning → Does prosperity inhibit growth?

Cross-domain migration → The principle of "ap dominance" of plants: Appropriate setbacks promote the differentiation of lateral branches (abilities)

New view → "Growth stems from the adjustment of resource allocation strategy"

A student wrote "The 'apical trap' in prosperity" using this framework and won the first prize in a city-level competition

3.3  Critical Thinking Deepening: Multidimensional Refutation forging Argumentative Toughness

Role-Play Debate

Procedure:

Group A (Affirmative): "Algorithmic Recommendations Enhance Information Access Efficiency"

Group B (Negative) Portraying:ly (Technological Barriers); Content Creators (Homogeneity Crisis); Social Scientists (Cognitive Echo Chamber)

①Elderly (Technological Barriers):When facing complex algorithmic recommendation systems, the elderly often feel confused and helpless. Due to a lack of understanding and adaptability to new technology, they find it difficult to fully the advantages of algorithmic recommendations and may even be excluded from efficient information access channels.

②.Content Creators (Homogeneity Crisis):

Algorithmic recommendations tend to push popular, leading creators to produce similar works to cater to the algorithm, thus triggering a homogeneity issue. This not only limits the diversity of creation but may also lead to a decrease in content, affecting the healthy development of the entire content ecosystem.

③ Social Scientists (Cognitive Echo Chamber):

Algorithmic recommendations, based on users' historical behaviors and preferences for push, are prone to form a "cognitive echo chamber," causing users to only be exposed to information that aligns with their views and neglecting different perspectives and voices. This may exacerbate social fragmentation and weaken the quality and depth of public discussions.

Group A (Affirmative) can respond to the above refutation, for example:

①For the elderly's technological barriers, it is possible to propose the development of more friendly and easy-to-use interface designs, as well as providing special training and support services help the elderly overcome technical obstacles.

② For the content creator's homogeneity crisis, it is emphasized that the platform should encourage diverse content creation and balance the relationship between personalized and content diversity through algorithm optimization.

③ For the social scientist's cognitive echo chamber issue, it is suggested to introduce more diversified information sources, increase cross-domain content, and promote users to be exposed to different views to enhance the comprehensiveness and objectivity of information.

Dynamic Evaluation Rub:

4. Practice Effectiveness and Reflection

4.1 Quantitative Effect Verification

After one semester of implementation in the experimental class (n=45）：

4.2 Analysis of Typical Class Cases

Typical Class Case Analysis

Title: "Eval the Existential Philosophy of 'Feng-style Youth'"

Logical Training: Distinguishing "Feng-style" ≠ Passive (Concept Map: Ind/Lying Flat/Selective Engagement)

By detailedly analyzing the term "Feng-style," it is clarified that it does not represent a purely passive attitude Indifference refers to the dilution of material pursuits, lying flat is a resistance to high-pressure competitive environments, and selective engagement means concentrating on important matters while remaining relaxed secondary ones. These concepts together constitute the complex and multi-dimensional life attitude of "Feng-style."

Innovative Activation: Introduction of Taoist "overn by Non-Action" and Existentialist "Authenticity" Theories

By introducing the concept of "govern by non-action" from Taoism which emphasizes an attitude of going with the flow and not forcing things, and the "authenticity" from existentialism, which means individuals should pursue their true selves rather than be bound external values, a further understanding of the "Feng-style" existential philosophy is enriched. These theories not only provide a philosophical basis for "Feng-style" but also its alignment with traditional culture and modern thoughts.

Critical Practice: Questioning "Whether Society Needs a Unified Standard of Struggle?" (Class Mobility/Value Plism)

By questioning whether society needs a unified standard of struggle, the reality of class mobility and value pluralism are explored. In modern society, people with different backgrounds and abilities different paths of struggle and definitions of success, and a unified standard may overlook individual differences and limit the expression of diversity. This critical thinking prompts students to deeply reflect on the relationship social structure and personal choice.

Outcome: Students Propose a New Argument of "Dynamic Feng-style - Adhere to Initiative in Core Matters, and Remain Det in Redundant Competition"

At the end of the class, students proposed a new argument of "Dynamic Feng-style," which is to maintain a proactive and enter attitude in core personal matters such as career development and family life; while facing redundant competition and unnecessary pressure, one should remain detached to avoid excessive consumption. This argument not only reflects a understanding of the "Feng-style" philosophy but also shows the growth of students in critical and innovative thinking.

5. Conclusion

The essence of argumentative essay teaching thinking training. The three-stage model constructs a spiral ability ladder by logically founding argumentation paths, innovatively activating the potential of viewpoints, and critically deepening to ensure rig in thinking. Further exploration can be made in the future:

Incorporating a "Self-Reflection Evaluation Scale" into the writing process to help students self-reflect adjust during the writing process, enhancing their autonomous learning abilities.

Developing regional argumentative essay thinking ability benchmarks to provide targeted guidance for students in different regions and promote educational equityEstablish a cross-stage mechanism for the cultivation of thinking skills, ensuring that students can continuously develop their thinking abilities at different stages of, forming a coherent learning path.

Only by grounding the training of thinking in every argumentative essay can we truly cultivate the writing literacy of "establishing one' views with thoughts and clarifying the principles with reason," enabling students to have the ability to think and express independently, and to adapt to the complex and changing social environment.

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