语文学科核心素养愈加重视学生思维能力和运用祖国语言文字的能力，作为高考作文写作中的主要文体，议论文可以综合考查学生多种能力。《中国高考评价体系》强调高考具有引导教学的作用，湖北省高考语文试卷从自主命题到使用全国卷，高考作文命题的变化就是新课改的一个小小缩影。通过研究湖北省2012-2021年高考作文命题能够为高中议论文的教学，特别是高三的议论文教学提供一定的方向指导。

本研究通过分析湖北省2012-2021年高考作文，发现其在命题材料上，具有关注现实生活、回归传统文化、重视理性思辨、材料来源多样的特征，在写作任务上，强调思维过程，注重个人解读，布置任务更加具体，设计情境驱动写作，在写作要求上总体改动较小，注重明确文体。接着笔者以湖北省某高中高三（9）班为研究对象，通过问卷调查了解高三（9）班议论文写作问题：一、写作内在动力不足；二、审题立论能力欠缺；三、运用论据能力较差；四、论证表达能力较差；五、缺乏修改反思意识。针对高三（9）班的议论文写作现状，笔者制定了教学策略：一、展示优秀作文，激发写作兴趣；二、加强作文审题，强化思辨意识；三、积累梳理素材，关注时事新闻；四、结合多样写作，锻炼论证能力；五、多种方式评改，交流促进反思。由于议论文写作综合性较强，所以笔者以湖北省2012-2021年高考作文为导向，基于写作现状与教学策略，结合具体作文题目进行了写作实践，笔者将写作实践分为审题立意训练、说理方法训练、说理思路训练和写作技巧训练，其中的写作技巧训练融合在前三部分的训练中。通过这几部分的训练，学生的议论文写作兴趣明显增强，并且大部分学生在每一次作文训练中都能有所感悟和收获。由此总结出高三议论文写作教学的经验：一是多让学生参与；二是统一教学与个别辅导相结合；三是重视说理方法和说理思路的训练；四是让学生建立自己的素材资源库。

As the Chinese Core Competence paying more attention to students' thinking skills and ability to use the words of the ancestral Chinese, As the main style in the composition writing of the college entrance examination, argumentative essays can comprehensively test students' various abilities. The "Evaluation System of China's College Entrance Examination" emphasizes that the college entrance examination has the role of guiding teaching, and the change of the college entrance examination language test paper in Hubei Province from independent propositions to the use of national papers, and the change of college entrance examination composition propositions is a small microcosm of the new curriculum reform. By studying the composition propositions of the college entrance examination in Hubei Province from 2012 to 2021, it can provide direction for the teaching of argumentative essays in high schools, especially in the third year of high school.

By analyzing the composition of college entrance examination in Hubei Province from 2012 to 2021, this study found that in terms of propositional materials, it has the characteristics of paying attention to real life, returning to traditional culture, attaching importance to rational thinking, and diversifying material sources. In terms of writing tasks, emphasis is placed on the thinking process, personal interpretation, more specific task assignments, and designing context driven writing. In terms of the writing requirements, overall changes are relatively small, with a focus on clarifying the style. Next, the author took the third (9) class of a high school in Hubei Province as the research object, and learned about the current situation of argumentative essay writing through a questionnaire survey: 1. The internal motivation of writing is insufficient; 2. The ability to review and argue is average; 3. Poor ability to use arguments; 4. Poor argumentation and expression skills; 5. Lack of awareness of revision and reflection. In view of the current situation of argumentative essay writing in the third (9) class of high school, the author has formulated teaching strategies: 1. Display excellent compositions and stimulate writing interest; 2. Strengthen essay examination and strengthen the sense of speculation ; 3. Accumulate and sort out materials and pay attention to current affairs news; 4. Combine diverse writing to exercise argumentation skills; 5. A variety of ways to evaluate and reform, exchange to promote reflection. Due to the strong comprehensiveness of argumentative essay writing, the author takes the college entrance examination essay in Hubei Province from 2012 to 2021 as the guide, based on the current situation of writing and teaching strategies, combined with specific essay topics to carry out writing practice, the author divides the writing practice into review and determine a viewpoint training, reasoning method training, reasoning thinking training and test-taking skills training, among which test-taking skills training is integrated in the first three parts of training. Through these parts of training, students' interest in argumentative essay writing has been significantly enhanced, and most students can have some understanding and gain in each composition training. Thus summed up the experience of senior three argumentative essay writing teaching: first, let students participate more; Second, the combination of unified teaching and individual guidance; Third, attach importance to the training of reasoning methods and reasoning thoughts; Fourth, let students build their own material resources.