The Teaching Design Of Task-based Writing Model For Primary Foreign Students Based On Schema Theory

Chinese writing is one of the four basic abilities of foreign students to learn the language,which embodies the learners’ comprehensive ability to use language.Chinese writing is a high-level expression form of Chinese thinking ability,language thinking training can effectively promote Chinese language learning,students need to start training in the primary stage,which plays a decisive role to the future study.However,in practical teaching,the primary writing teaching has not received due attention,which leads to a serious lag in the students’ written expression ability,which further influences the further improvement of other skills.Therefore,based on the primary explore Chinese writing patterns and predecessors’ experience,the author found that the schema theory has important guiding role to the writing teaching,scheme generation,correction and improve the process and the psychological cognitive process of writing is very fit.In addition,the task-based teaching mode is very suitable for the practical operation of elementary writing class.The author combines the two common guiding junior writing classroom teaching,in order to improve the primary writing teaching present situation,reduce the fear of students,improve the interest in writing,and enhance the level of Chinese writing.The main research process of this paper is as follows:First of all,the author investigates the students and teachers respectively by means of questionnaire survey and interview to explores the specific aspects of writing problems;Secondly,this paper introduces the theoretical basis of instructional design,the specific content of schema theory and task-based teaching method,and discusses the feasibility of applying it to writing;Then,according to the task-based teaching model design based on schema theory,introduces how to combine the two,and discusses how to play a role of schema in the process of task to help students to write effectively,and had made the concrete teaching design according to the pattern;Then,according to the teaching results of the three aspects of analysis,here the author mainly uses comparative analysis to analyze the experimental class and non-experimental writing test and the back of the results.Through the comparison and analysis of the specific compositions at the end of the semester,we further compare the error rate and other microscopic perspectives;Then the questionnaire survey is used to understand the students’ feedback on the effect of teaching design;At last,the paper summarizes the research work,and the results show that the author’s design does have effect.In addition,the shortcomings of this paper are also analyzed.