Narrative Writing Teaching Chinese As A Foreign Language Design

Many native language learners are very upset to writing, Chinese writing is becomemore and more difficult for foreign students. Chinese as a foreign language writing courseis not only difficult to learn but also difficult to teach,At the same time,it is also special.But it is a very important part in Chinese foreign language teaching,So no matter from theresearchers to teachers should be highly valued. The current studies of teaching Chinese asa foreign language writing teachingis given priority to paper, books is little, and has manyachievements. The research mainly focused on textbook compilation aspects, teachingmethod aspects, teaching evaluation aspects etc. Studies on practical teaching design is verylittle,Exploring from teaching methods andlearning strategies, Make teacher’s teaching incombination with student learning namely mutual combination of teaching and learning ismore rare. In this paper select narrative as a genre, combining of reading and writing andmetacognitive strategy theory to study of teaching practice, hope to provide basis foreffectiveness of teaching Chinese as a foreign language writing and students’ learningefficiency.This teaching design mainly by the following aspects composition: Introduction partintroduces why choose the topic direction, the present achievement in this field and writingthis article research methods to be used. Chapter one researchthe development of the theoryof reading and writing combined, the basic principle and the understanding of it iseffectiveness for writing teaching. Chapter two explore theevolution of metacognitivestrategy theory and the affectof students’ learning efficiency. Chapter three mainly throughthe classroom activity and the questionnaire survey to find the problems existing in theChinese as a foreign language writing class and go on for further analysis. Chapter fourthrough classroom teaching examples, use narrative as object, and design a text teaching onthe basis of read and write combination and metacognitive strategy theory. This processalso solves the main problems in the three chapter. The conclusion further account forcombine reading and writing and metacognitive strategy theory is applied to the necessityand feasibility of Chinese as a foreign language writing class.