形成性评价在汉语作为第二语言教学中的探索与实践——以中级汉语综合课为例  

The Exploration and Application of Formative Assessment in Chinese as a Second Language Teaching——A Case Study of Intermediate Comprehensive Course

作　　者：张青岭[1] 张彧彧[1] ZHANG Qingling;ZHANG Yuyu

机构地区：[1]吉林大学文学院

出　　处：《吉林省教育学院学报》2022年第7期136-139,共4页Journal of Jilin Provincial Institute of Education

基　　金：吉林大学本科教学改革项目“汉语国际教育背景下形成性评价在留学生汉语精读课中的应用和实践”(2019XYB040)。

摘　　要：汉语作为第二语言教学中形成性评价的研究起步晚、数量少、水平较低,本文借鉴以往形成性评价研究以及英语作为二语教学中形成性评价研究的成果,对汉语作为第二语言教学中的形成性评价概念及工作模型做了初步界定。在实施过程中发现,形成性评价有比较明显的促学和促教作用,同时也存在着教师工作量大、多种评价任务和教学进度之间有矛盾等问题。We find that the formative assessment in the classroom teaching of Chinese as a second language started late and mainly focuses on practical research.Combined with the previous formative assessment studies and the results of formative assessment studies in English as a second language teaching,we preliminarily define the concept and working model of formative assessment in Chinese as a second language teaching.In the process of implementation,we found that formative assessment has a relatively obvious role in promoting learning and teaching,but there are also problems such as teachers’heavy workload,contradictions between various evaluation tasks and teaching schedule.

关 键 词：形成性评价 二语教学 综合课 

分 类 号：H195[语言文字—汉语]