Teaching Design Of Intermediate Writing Course In Chinese As A Foreign Language Based On Metacognitive Guidance Model

This study starts from the influence mechanism of metacognition on the psychological activities of Chinese writing.Using the output hypothesis theory,writing psychology theory,cognition-behavior theory,metacognitive psychological intervention theory,metacognitive strategy theory,and four theoretical foundations of teaching design,by looking at this Angle that Chinese writing is the psychological activity of Chinese output.Metacognition used directly in Chinese writing and Chinese teaching.Through the questionnaire survey of Chinese writing metacognition experience of overseas students.and analyzed the findings,Obtained the related problems of the students in Chinese writing,And the metacognitive guidance model will have some significance to solve these problems.and to demonstrate the scientificity and operability of the metacognitive guidance model of intermediate Chinese writing,the author puts forward the idea of the concrete operation method and operation standard of the foreign language teaching design under the guidance mode of metacognition.and meta-cognitive guidance model is proposed.Put forward the suitable for metacognitive guide model of Chinese writing classroom in class design and arrangement of the type,class requirements,classroom environment such as reference and advice,In the classroom setting,the traditional class is divided into structured areas of physical space.This thesis is mainly divided into six parts.In the first chapter,it mainly introduces the background,significance,research content,research methods and summarizes the research results of predecessors.In the second chapter,it takes some advanced Chinese learners as respondents,the intermediate class in school students through the questionnaire about the present situation of intermediate Chinese learners of Chinese writing and writing meta-cognition experience has carried on the investigation and analysis,theoretical arguments for metacognitive boot mode and the classroom teaching design.In the third chapter,puts forward and systematically explains the metacognitive guidance model of intermediate writing in Chinese as a foreign language,and demonstrates its scientific and feasibility through classroom teaching simulation.In the fourth chapter,According to the metacognitive guidance model,the overall teaching design for the intermediate writing course of Chinese as a foreign language is designed.From Developing Chinese Intermediate writing course(Ⅰ)as an example,the allocation of class hours is made.In the fifth chapter,it takes the lesson “Coming to China” from Developing Chinese Intermediate writing course(Ⅰ)as an example.The design of 4 periods was designed as a case study,which comprehensively demonstrated the application of metacognitive guidance mode in the whole process of Chinese writing,from the study of model writing to the arrangement of composition and the evaluation of composition.In the sixth chapter,the conclusion part summarizes the main ideas of this thesis,and points out the shortcomings of this thesis.