Research On The Teaching Of The Intermediate Chinese Writing In The Chinese International Education

In the teaching of Chinese international education,the students' Chinese level has reached the intermediate level,and has completed the transition from sentence making to paragraph and discourse expression,and has a certain basis for stylistic writing.Teaching arrangements should focus on all kinds of discourse forms of expression,such as narration,discussion and illustration style,also includes some of the basic functions of the project,such as comparing things,control and expression process,conclusions etc..From the whole of Chinese international education,it is generally accepted that the teaching of writing is more difficult than that of other language skills.Because writing teaching as a part of language teaching,on the one hand,to help students consolidate their knowledge of Chinese;on the other hand,they should also train students' Chinese thinking ability and written expression ability.Thus,writing teaching can not be neglected in the teaching process of Chinese international education.According to the "international standard" classification ability of Chinese in written Chinese communicative competence of the students at the Inner Mongolia Normal University,Erenhot International College of intermediate level,their writing ability and standards have a certain gap.Therefore,the teaching of writing in the intermediate class of Erenhot International College of Inner Mongolia Normal University is discussed as a research content,so as to reflect on the teaching of writing.Through case analysis,classroom observation,interview and analysis of writing materials and other forms,to investigate the status quo of writing teaching in Inner Mongolia Normal University Erenhot College of international class,we find the following problems: Teachers' teaching goals at random,not pay attention to fostering students' Chinese thinking and writing comments;students are the style of knowledge is not sufficient,writing articles the structure is not clear,the language expression more problems.The reason for these problems is not enough teachers to attach importance to the teaching goal,and understanding the phenomenon of negative transfer of mother tongue to the students is insufficient,ignoring the important function of evaluation in the classroom link.Students appear above the problem because they do not have a clear sense of style,and the lack of structural order of thinking,knowledge of the Chinese language is not solid enough.According to the teaching of writing Chinese international education class,put forward the following suggestions: first,teachers should define the teaching goal,improve students' discourse skills;secondly,teachers should pay more attention to the cultivation of Chinese thinking,to stimulate students' interest in writing;third,should pay attention to the basic knowledge of Chinese language teaching,reduce expression error;fourth,to the application of stylistic knowledge,let students grasp the structure better;finally,to correct writing errors,focus on writing follow up evaluation.The findings of this paper may be influenced by individual and quantitative factors of respondents.At the same time,only a discussion has been made on the teaching of intermediate Chinese writing,and the author has failed to make a thorough study of the relation between writing teaching and other styles of writing,which can only be continued for the future.