Writing Strategic Knowledge Study In Chinese Textbooks For High Schools Of PEP Version(Compulsory)

The difficulty of composition writing has long been an inescapable issue in Chinese language course. Textbooks, as the materialization of the course content, pose a great importance on the completion of the teaching objectives and the training of students’ comprehensive ability. The progress of modern cognitive psychology makes many Chinese education researchers start to construct this course in a general sense, meanwhile, with the development of writing psychology, more and more scholars pay attention to the effect of writing strategic knowledge applied to Chinese course. This thesis summarizes and analyzes writing strategic knowledge in senior high school Chinese textbook on this basis.This thesis is a strategic knowledge research of the writing part in textbook. It mainly includes three aspects: firstly, it sorts out the writing strategic knowledge in the Chinese language course and writing psychology; secondly, it summarizes and analyzes the content, structure and characteristics of the writing part in the textbook on the basis of previous research of writing strategic knowledge in Chinese language course and writing psychology; thirdly, it provides reflection and its deficiency.Based on such study background, this thesis studies writing strategic knowledge in Chinese textbooks for high schools from the perspective of cognitive psychology and it looks forwards to summarizing the pre-existing writing strategic knowledge in the Chinese textbook, analyzing its characteristics, studying its variation, and estimating the integrity of relevant knowledge by combining writing psychology and Chinese education teaching research, furthermore, providing certain references to the study of writing in Chinese textbook.