The Application Of Dictation As A Formative Evaluation’s Approach In Chinese Elementary Teaching

Currently, the evaluation of teaching Chinese as a foreign language mainly emphasizes on the summative evaluation, instead, formative assessment is not taken seriously. Compared with summative evaluation, formative evaluation pays more attention to process rather than the result, it focuses on students’interest in learning, learning motivation and other emotional factors. Dictation is not only an effective approach of formative evaluation, but also an effective foreign language teaching methods. At this stage, educators have been calling attention to its value and doing research in this.The article proved that dictation is one of the approaches of formative evaluation from theoretical aspects. We try to start with the teaching practice, apply theory to reality and elaborate the application of dictation in Chinese elementary teaching based on the actual situation. We collected data through questionnaires, interviews and other forms of feedback, analyze the data, prove its effectiveness and summarize a relatively fixed pattern for dictation in Chinese elementary teaching. The paper includes the following part:Chapter One:We put forward the subject selection background, research significance and studying ideas and methods; define the concept of formative evaluation and dictation.Chapter Two:We demonstrate the relationship between dictation and formative evaluation from the aspects of essentially properties, theoretical foundation, implementation of the principles and main features. We analyze teaching background of The Confucius institute at the University of Rome and discuss the backwash effect of dictation from both students and teachers aspects.Chapter Three:We take The Confucius institute at the University of Rome as example, specify the application of dictation in the Chinese elementary teaching. Including what we dictate? When we dictate? How we dictate? How to evaluate students’dictation paper? That is dictation’s content, form and evaluation.Chapter Four:After collecting data through students and teachers’questionnaires and interviews, we judge the dictation from this objective data, give some suggestions for teaching and assessment methods and discuss the dictation which is suitable to apply in Chinese elementary teaching. Chapter Five:Review and summary the article and point out the lack and prospects of our research.Our study basically solved the problem that in Chinese elementary class dictation’s form is monotonous and content is boring, effectively improved the students’listening and writing levels. Its effects can be seen through students and teachers’ questionnaires and interviews, as well as the scores of term examination. Meanwhile, through the research we have learned the new theory, raised our’innovation spirit and the practice ability, promoted the scientific research achievement. Hope we can provide some information for the future research, enrich the research of formative evaluation’s application.