Exploration And Practice Of Formative Assessment Of Chinese Classroom In Thai Wisdom School

Theoretical achievements of the author in the present formative assessment, under the guidance of use of internship opportunities in Thailand, together with the school curriculum, the teaching evaluation means, teachers and students of the existing Chinese level, on the theory of formative assessment knowledge, on the part of the school Chinese class formative assessment practice, in order to optimize Chinese classroom teaching, Chinese teaching strategies, promote the students’ Chinese learning.This article is divided into five parts, the first part is the introduction, the second part explains the concept of formative assessment, the third part is the practice of Thai wisdom school students before Chinese level interview survey and assessment of existing way, the fourth part introduces the formative assessment of teaching practice, the fifth part is the reflection on the Thai wisdom school the effect of the formative assessment practice.The first part of introduction, mainly elaborated the selected topic background and significance, and theoretical achievements of the formative assessment, and for students in the form of questionnaire survey of the existing state of learning Chinese level and the baseline survey, get effective teaching before the students firsthand data, for the subsequent spread of teaching practice, provides the basis in reality. Also the Thai wisdom of Chinese school teacher face to face interview, interview content involves the school Chinese teacher’s own basic way of teaching methods, classroom assessment, assessment requirements and required by the Chinese ministry of Chinese and the way, the school teachers did not understand the concept of formative assessment, and Chinese evaluation of school still is given priority to with paper test, focusing on the mid-term exam and final exam summative evaluation way.The second part, in the current theory under the guidance of formative assessment, contact the actual situation of Thai wisdom schools, from the evaluation purpose of formative assessment, evaluation subject, evaluation time, evaluation methods, generalizes the assessment content and so on many Angle, elaborated the teaching practice of formative assessment need to be aware of the conceptual theory.The third part, first of all Thai wisdom school students for fishing expeditions, Chinese level and the psychology of students learning Chinese at the present stage. Moreover to interview of Thai wisdom school teachers, mainly related to the teaching method and their way of teaching evaluation.The fourth part introduces the formative assessment practice, mainly including the design of the experimental target recognition, assessment, training, assessment implementation process between teachers and students, and evaluate the effect of five aspects. When confirm the experimental goal needs from the evaluation object, class, class type, textbooks, teaching goal, and other aspects to consider, the overall goal of the final confirmation experiment. In evaluating the scheme design, mainly from the evaluation principles and evaluation ways to consider the feasibility of the scheme in the end. Due to the author to interview Chinese teachers know that although the school Chinese language teachers will use formative evaluation way at ordinary times, but its own is not aware of their formative assessment again, in other words, the teacher physical integrity assessment of behavior, but it has not been formed in using the collected information, not as a complete terrain integrity assessment of teaching activities, so practice has carried on the simple to the school teachers and students are formative assessment awareness training. At the time of teaching experimental implementation of formative assessment, mainly includes the following several parts:1. Make the rating scale.2. The self-assessment and mutual. (3) establish a file cover for the students.4. Keep in touch with parents.5. Students’ learning status questionnaire.6. The interview.7. The teacher reflection.8. Combining multiple evaluation methods. Everything is done on students learning Chinese dynamic, timely adjust teaching and assessment plan.The fifth part of Thai wisdom schools are analyzed, the effect of the formative assessment practice from two aspects of achievements and shortcomings to comb, and aimed at the existing problems and put forward the corresponding feasibility countermeasures.Finally, the paper made a summary on the effects of formative assessment, practice proves that formative assessment really has the effect to promote students’ Chinese learning, especially in the students’ emotional psychological factors, improves the enthusiasm of learning, oral communication ability enhancement, formative assessment the classroom assessment model received the affirmation of the school Chinese teachers.