Research On Effectiveness Evaluation Of Vocabulary Teaching Activities In Chinese Comprehensive Course

Vocabulary teaching activities play an important role in the class,all teachers attached great importance to vocabulary teaching in the classroom.However,the activities used in vocabulary teaching by teachers are not the same,and the teaching effects are different.Students also give different evaluations to these activities.In order to find out the factors influencing teachers and students' effectiveness evaluation of vocabulary teaching activities and what are effective vocabulary teaching activities,the author conducted empirical research through interviews and questionnaires.The survey consists of two parts.The first part is the basic information of the respondents.In order to gain information as much as possible about the various aspects of the respondents,this section sets several questions.Questionnaires for students included eight items including nationality,gender,age,duration in China,other languages and levels,Chinese proficiency,educational background and learning motivation;the questionnaire for teachers included nationality,sex,age,teaching age,other languages and specialties.The second part is 14 vocabulary teaching activities,this part of the teacher questionnaire and the student questionnaire is the same.When analyzing the result of the questionnaire,the level of control over the information output by the students during lexical teaching is divided into three categories:information input type,control information output type and free information output type.First of all,the author analyzes the evaluation results of the validity of these three kinds of vocabulary teaching activities,and then analyzes the validity of 14 specific vocabulary teaching activities.The survey results show that in terms of activities,teachers and students have the highest rating on free information output activities,the lowest on control information output activities,and the middle input activities.Of the 14 specific activities,free-form activities such as "writing conversations or essays by words" rated the highest,while games rated vocabulary activities such as "BINGO" had the lowest rating.In terms of influencing factors:the three factors of the student's AGE,CHIESE LEVEL and the TIME in CHINA have an impact on their effectiveness evaluation.Older students rated lower and they were more anxious and less engaged in the activity.The students at the junior level are highly appraised of various activities and have high expectations and great enthusiasm for various activities.As the level increases,learning becomes more difficult,and students' requirements for their own Chinese learning have also risen,while their effectiveness in evaluating activities has decreased.Students in China for a long time has higher standards for their own Chinese learning,evaluation of the effectiveness of the activities lower.Teachers' TEACHING AGE and NATIONALITY have an impact on their effectiveness evaluation.Chinese teachers have the highest evaluation of free-form activities.Spanish teachers rated input and control activities even higher.To sum up,the author found that that if a lexical teaching activity is supposed to achieve the expected result,teachers not only need to design all aspects in advance,but also need to consider individual factors such as the age of students,their Chinese language proficiency and the time in China.Often communicate with students,according to the feedback of students,then adjust the teaching design,so that to perform the concept that"students are the center of a class",and to maximize teaching effectiveness.