核心素养视域下教师下水作文赋能高中议论文写作教学的路径探究

Pathways to Empower Argumentative Writing Instruction in Senior High School through Teacher-Written Model Essays: From the Perspective of Core Competencies

摘要: 针对高中议论文写作教学“重技法轻思维、重结果轻过程”的问题，文章立足核心素养视域，将教师下水作文界定为以教师亲历写作为核心的过程性教学方式，构建“情境共构–过程示范–思维可视–评价共生”四维路径，并结合课例，展示课前试水、课中共写、课后反思与师生共评的实施过程。对于实施过程中可能遇到的时间负担、能力差异、评价成本等挑战，提出轻量化下水、备课组协作、资源库建设等保障策略，以期为高中议论文写作教学改革提供理论参考与实践借鉴。

Abstract: Addressing the problems in senior high school argumentative writing instruction of “prioritizing techniques over thinking and results over process”, this paper, from the perspective of core competencies, defines teacher demonstration writing as a process-oriented teaching approach centered on teachers’ firsthand writing experience. It constructs a four-dimensional pathway of “context co-construction - process demonstration - thinking visualization - symbiotic assessment” and uses teaching cases to demonstrate the implementation process of pre-class trial writing, in-class co-writing, post-class reflection, and teacher-student co-assessment. It also proposes support strategies such as lightweight teacher demonstration writing, lesson-preparation group collaboration, and resource library development to address challenges that may arise during implementation, including time burden, differences in ability, and assessment costs. It is expected to provide theoretical reference and practical insights for the reform of argumentative writing instruction in senior high school.