Based On The Discourse Analysis To The Korean Intermediate Chinese Reading Teaching Design

In teaching Chinese as a foreign language reading curriculum basic goal lies in training learners'comprehensive language ability, and the intermediate stages of reading teaching in the foreign language reading teaching plays an important role. The goal of this paper is to discuss from the perspective of discourse analysis in foreign Chinese intermediate reading mode and the course design the best solution. This article attempts to break through the traditional reading teaching mode, the application of discourse analysis theories based on linguistic discourse analysis of reading teaching, at the same time, the studies in this model is applied to the external intermediate Chinese reading teaching design.The method of discourse analysis of Chinese reading teaching is a modern teaching method. Discourse analysis is characterized in that it not only pay attention to languag e research, also emphasizes the importance of language in specific applications, therefor e, discourse analysis in reading teaching pays attention to the form of language teaching and discourse meaning of the unified language; the micro structure and macro structure of the binding, language understanding the psychological processes and cultural applic ability problem. Through the point of view in discourse reading training and analysis, n ot only can make the learners to acquire the language richer information understanding, also can develop the learners' language ability of thinking, from the language and cultur al level enhancement of learning motivation.This article first elaborated the paper research background basis and realistic significance, while the literature on discourse analysis of the research status of Chinese reading teaching, reading and theory are discussed. Discusses the discourse analysis of the characteristics and the bottom-up, top-down, and interactive reading psychological mode, as well as schema knowledge and reading strategies in the understanding of information process in the specific role. Secondly, the article discusses from three aspects of discourse analysis in teaching Chinese as a foreign language in use, and under the guidance of the relevant theory and the development of students' questionnaire foundation, proposed based on the textual analysis of the foreign language reading the overall design concept, explained the conception specific steps and design features. Finally, discussed the research of Chinese as a foreign language reading comprehension teaching and further research ideas.