国际汉语教学课堂评价的优化路径与提升策略  

The Optimization Scheme and Improvement Strategies for the Classroom-Based Assessment in International Chinese Teaching

作　　者：赵炜[1] ZHAO Wei

机构地区：[1]西安交通大学国际教育学院

出　　处：《国际汉语教学研究》2018年第3期88-96,共9页Journal of International Chinese Teaching

基　　金：西安交通大学2017年研究生教改课题"来华留学生研究生综合汉语课程建设与改革研究"的阶段性成果

摘　　要：国际汉语教学中的课堂评价以调整教师教学策略、促进学生汉语学习为目标,是影响汉语教学质量的重要因素。为了充分发挥课堂评价的促学效能,教师应立足于课程设计的宏观视角与实施评价的主要过程,构建起一种系统性地规划课堂评价的操作性框架:依据教学标准进行目标设定,发起师生互动以形成民主化的评价氛围,利用评价信息建立细致、有效的反馈机制,从而达到优化课堂评价、提升教学质量的最终目的。With purposes of adjusting the teachers'strategies of teaching and improving the students'learning,classroom-based assessment in international Chinese teaching is a very important factor affecting the quality of teaching. To promote the effect of classroom-based assessment for improving learning,the Chinese teachers should formulate a maneuverable and systematic framework for the plan of classroom-based assessment.The framework includes setting the aim for teaching and assessing according to the standard,creating a democratic atmosphere for assessing through teacher-student interaction,and building a careful and effective feedback mechanism based on assessment information in order to improve the classrOom-based assessment and teaching quality.

关 键 词：国际汉语教学 课堂评价 标准 师生互动 反馈 

分 类 号：H195.3[语言文字—汉语]