MHK(四级)“听后写”题型设计理念及实测  

The Design and Survey of "Writing after Listening" in MHK

作　　者：李桂梅[1] 

机构地区：[1]北京语言大学汉语水平考试中心,北京100083

出　　处：《汉语学习》2005年第5期69-72,共4页Chinese Language Learning

摘　　要：MHK是中国少数民族汉语水平等级考试的简称。MHK(四级)在题型设计上采用了“听后写”这种半主观性试题,其主要考虑有丰富考试题型、更真实地反映考生的汉语实际应用能力、体现语言测试由分立式向综合式发展的方向、降低题目猜测度等。对预测卷和正式卷的统计分析表明,“听后写”的平均难度与区分度均优于四选一的听力理解及阅读理解,与总分及其他分测验也有较高的相关,是汉语测试的较为理想的题型选择。MHK is the shortened form of the Chinese Proficiency Test for Minorities in China. The semi-subjective item “writing after listening” is used in MHK （the fourth grade）. The reasons are as follows： the types of item could be enriched; the tendency of language test changing from discrete point test to integrative test is reflected; the possibility of guessing is reduced. Three pretests＇ data in Jilin province on December of 2003 and a formal test data on June of 2004 were statistically analyzed. The data shows that the “writing after listening” item has better item difficulty and item discrimination than four choices listening comprehension item and reading comprehension item. The “writing after listening” is an ideal choice for Chinese proficiency test.

关 键 词：听后写 MHK(四级) 题型 

分 类 号：H195.1[语言文字—汉语]