Empirical Research Of Using Formative Assessment In Chinese Listening Teaching

With the increasing of China's national strength,Chinese education has been unprecedented attention.In Chinese teaching,the evaluation method is been more and more valued.So single evaluation method in the past has not satisfied the existing Chinese teaching.But the final evaluation can not play a role in improving and perfect in the teaching and learning process teachers,it can give the general diagnosis of student learning effect.Due to the lack of final evaluation,the formative assessment is gradually into the people's vision.This method of evaluation,on the one hand can help teachers in the teaching process to find problems,and propose solutions to improve teaching;on the other hand,you can improve students' interest in learning,stimulate interest in learning,and improve their learning methods.This article is in the internship period,the writer on the teaching class in ZBVC was on the basis of using formative assessment to conduct empirical research.Listening courses are one of the important courses in Chinese class and bear important learning tasks.But many students attach importance to the listening class is not enough,not interested.This situation can influence the development of listening ability,and thus affect the improvement of other skills.The writer divided the research objects into experimental class and control class,and took the class observation,class interview,classroom test,questionnaire and other research methods,and strive to achieve the objective of research,to study the role of formative evaluation in primary Chinese listening teaching.Through empirical research,analysis of data collected,the use of formative evaluation can stimulate students' intrinsic motivation.It can affect students for a long time,so that more attention to learning,to achieve better learning results.Therefore,the formative assessment in the Chinese class,is an effective evaluation method.