PROBLEMS, TASKS AND COUNTERMEASURES FOR TEACHING SECONDARY WRITING BASED ON CHINESE PROFICIENCY GRADING STANDARDS — FROM THE PERSPECTIVE OF MEMETI

Abstract

Writing is a personalized creative activity. From the perspective of memetics, the collection-conception-expression process in writing behavior is consistent with the as-similation-memory-expression-dissemination process of memes. Compared with the ele-mentary level, the language ability index points of the intermediate level have a large span. Due to the limitation of the Chinese level, the learners cannot realize the equivalence between personal cognitive information and Chinese expression. The lack of willingness of Chinese learners to write in Chinese is the main problem faced by the intermediate writ-ing teaching. Based on the description of medium writing ability in the Chinese proficien-cy level standard, writing teaching helps students build cognitive memes and language memes. In the middle stage, language memes are mainly applied stylistic training to im-prove the accuracy of word expression and the integrity of content Sex is the core mission. In teaching, countermeasures such as strengthening the cultivation of students' cognitive ability, strengthening the cognitive connection between Chinese and students' mother tongue, and improving the accuracy of students' Chinese expression can be adopted.