A Instructional Design Of Southeast Asia Senior Chinese Writing Teaching

In recent years, Chinese speed up to the world, the teaching of Chinese as a second language career has flourished especially in Southeast Asia. Writing is the most difficult part of the four basic language skills "Listening, Speaking, Reading and Writing". Chinese writing teaching in senior level class compared to the other course is rather late. There has been a slow development, with little experience, the lack of other aspects of the research questions. For senior level students, although mastered basic grammar, but for the accurate use of the word, paragraph convergence, the layout of text structure, there are still a big problem. The students in senior level generally enthusiasm for writing course is not enough. And consider writing course difficult, they don’t feel a lot of progress and lack of interest in class. Not only have that, the teacher there have also confused how to teach writing course.Based on author’s teaching practice teaching third grade Chinese writing course in Universitas Bunda Mulia department of Chinese, Indonesia. Combination of teaching method "Task-based approach", "Process-oriented approach to teaching writing", "Genre-based teaching approach" use Chinese writing course as the teaching material for the teaching of Part Ⅲ the expository genre describes the place or unit of local and the second lesson argumentative writing skills argumentative genre instructional design show. This article includes a total of six parts, as follows:The first part is an introduction. It introduced the reason of choosing this topic first. Then analysis showed the research background and value of this research. Meanwhile, correlated studies using the teaching method "Task-based approach", "Process-oriented approach to teaching writing", "Genre-based teaching approach" about Chinese writing of TCSL has been hackled and summarized.The second part is the theory senior Chinese writing course teaching method and feasibility analysis applied to teaching. To analyzed the feasibility of the three teaching methods of Chinese writing course.The third part is the pre-analysis of the teaching design. Instructional design respectively for the implementation of the teaching environment, teaching objects, teaching status of senior Chinese writing course in department of Chinese in UBM.The fourth part is a detailed teaching plan of expository and argumentative genre writing. On the basis of analysis in the front part, author made a particular teaching plan and laid concrete teaching procedures out, and illustrated the particular teaching plan as well.The fifth part is teaching reflection. The author’s self-evaluation according to the teaching instructional design and summed to be changed place.The sixth part is conclusion of the article. It summarized the beneficial attempt and the inadequacy of this article. What’s more, the instructional design hoped to be improved, and more beneficial attempt will be tried.