The Psychological Process Of Written Understanding And Its Application In Intermediate Reading Teaching Of Chinese As A Foreign Language

This paper, with The Development of Chinese Intermediate Chinese Reading I as the research object and some relative psychological theories as the theoretical basis, endeavors to merge the recent achievements in the psychological process of written understanding into the intermediate Chinese reading teaching. It contains four parts. The first part is the introduction, which mainly introduces the background and importance of the very research, the research contents and research methods, and also the relationship between foreign language reading and psychology. The second part centers on the relationship between psychological process of written understanding and teaching Chinese reading to foreign students. It introduces the research findings of reading rules and related psychological phenomena, laying the emphasis on the psychological process of words, sentences, discourse and passage. The third part focuses on teaching design of intermediate Chinese reading class under the guide of the psychological process of written understanding. It firstly carries on the overall design according to the teaching object, teaching principles, teaching objectives, and teaching contents. Then it discusses how to conduct a teaching design for intermediate Chinese reading class on the basis of getting good command of the psychological process of students’written understanding. And practically it provides a specific teaching design for one lesson from The Development of Chinese Intermediate Chinese Reading as an example. The fourth part is the conclusion, which claims that practical teaching entails theoretical guide, and theories on written understanding benefits a lot in teaching Chinese reading to foreign students, and therefore teachers in this field are expected to merge the knowledge of written understanding into practical teaching.