汉语听力教学中运用形成性评价的实证研究

发布时间：2019-06-20 11:37

【摘要】：随着中国国力的提升,世界上掀起了一股“汉语热”,汉语教育受到空前的瞩目,越来越多的留学生来中国学习汉语。在汉语教学中,评价方式也越来越受重视。但是长期占据主导地位的终结性评价,并不能够在师生的教学过程中起到应有的作用,只是笼统地诊断学生的学习效果,学生因无法得到具体而有效的反馈,逐渐失去学习热情,因此,过去单一的评价方式已经不能够满足现有的汉语教学实际。近些年来,形成性评价逐渐进入人们的视野。这种评价方式,一方面可以帮助教师在教学过程之中发现问题,并提出解决方案,改进教学;另一方面可以提高学生对学习的关注度,激发学习兴趣,改进学习方法。本文是在淄博职业学院半年的顶岗实习工作期间,对汉语听力教学实施形成性评价的基础上进行的实证研究。听力课程作为重要的课程之一,承担着重要的教学任务,但是很多学生对听力课的重视程度不够、不感兴趣,期末考试前临时突击,这在一定程度上影响了学生听力能力的提高,进而影响掌握其它汉语语言技能的掌握。笔者针对实验班和对照班,采用不同的成绩评价方式,在实验班中采取出勤记录、课堂观察、随堂测验等成绩评价方法,在实验前后分别做了问卷调查和深度访谈,力求做到研究的客观、公正,以验证形成性评价在初级汉语听力教学中的作用。通过实验研究、数据分析发现运用形成性评价行之有效,能够激发学生的内在学习动机,使学生对汉语保持长期的学习兴趣,达到更好的学习效果。
[Abstract]:With the improvement of China's national strength, a "Chinese fever" has been set off in the world. Chinese education has received unprecedented attention, and more foreign students have come to China to learn Chinese. In Chinese teaching, more and more attention has been paid to the evaluation method. However, the final evaluation, which occupies the dominant position for a long time, can not play its due role in the teaching process of teachers and students. It is only a general diagnosis of students' learning effect. Because students can not get concrete and effective feedback, students gradually lose their enthusiasm for learning. Therefore, the single evaluation method in the past can no longer meet the existing Chinese teaching practice. In recent years, formative evaluation has gradually entered people's field of vision. On the one hand, this evaluation method can help teachers find problems in the teaching process, and put forward solutions to improve teaching; on the other hand, it can improve students' attention to learning, stimulate interest in learning and improve learning methods. This paper is an empirical study on the formative evaluation of Chinese listening teaching during the semi-year internship in Zibo Vocational College. As one of the important courses, listening course undertakes important teaching tasks, but many students do not pay enough attention to listening class and are not interested in it. It affects the improvement of students' listening ability to a certain extent, and then affects the mastery of other Chinese language skills. For the experimental class and the control class, the author adopts different performance evaluation methods, such as attendance record, classroom observation, classroom test and so on, and makes questionnaires and in-depth interviews before and after the experiment, in order to verify the role of formative evaluation in primary Chinese listening teaching. Through the experimental study, it is found that the formative evaluation is effective, which can stimulate the students' intrinsic learning motivation, keep the students' interest in Chinese learning for a long time, and achieve better learning effect.
【学位授予单位】：山东师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H195.3

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