Analysis Of The Teaching Of Intermediate Chinese As A Foreign Language

Chinese writing teaching is one of the weakest links in Teaching Chinese as a Foreign Language. Recently, researches on writing teaching have been deepening continuously. This article summarizes and analyses of the predecessors’ research results, founding that although the study of writing teaching in the learner’s errors analysis, writing teaching material in the research and writing class of teaching methods have some certain research results, these research results have a slightly use to the author’s teaching actual auxiliary function. So this paper, on the basis of previous studies continues to focus on the development of writing teaching, combining the two semesters of teaching practice and discusses the main problem which is how to improve the current situation of intermediate writing class. Strive for intermediate writing teaching put forward some useful advices to solve the writing difficulties.This article mainly adopts the literature reading method and the investigation method. The author use a questionnaire of college writing courses setting to find out the causes of intermediate writing class status. In order to make sure that results are universal in some respects, this paper takes samples from universities in different areas. Questions listed on questionnaires include class hours of writing courses per week, textbooks, homework assignments, feedbacks, and students’ attitudes and rhetorical consciousness, etc.. What’s more, the writer of this paper analyzes 90 students’ writing papers to improve accuracy and reflect on existing problems on writing teaching. According to above study and results, Writing teaching Chinese as a foreign language at this stage whether it is the objective of the curriculum, scheduling, and teachers’ teaching methods, students’ enthusiasm are subject to further adjust and improve.To achieve this purpose, the writer based on the analysis of this article concluded that the cause of writing class status on the basis of the analysis summarizes the research achievements of predecessors’, the surveyed teachers according to the recommendations of teaching experience, and combine with the author’s own teaching experiences, aiming at how to improve Chinese intermediate writing teaching, the author gives the following five suggestions:colleges and teachers should pay enough attention on writing class; strengthen cooperation and connection among courses; use textbooks effectively; make courses various and give homework feedback in time.