Research On Writing Teaching Of Teaching Chinese As A Foreign Language Based On Formative Assessment

Writing is one of the most important aspects of learning Chinese,which largely reflects learners' comprehensive ability to use Chinese.However,in the current teaching of Chinese as a foreign language,students are experiencing lack of language,disorderly structure,poor content,and lack of writing strategy and other issues.Writing teaching has become a weak link in teaching Chinese as a foreign language at present.At present,the vast majority of teaching Chinese as a foreign language still use the traditional product-based approach,and teachers often use the corresponding summative assessment,which relies solely on the writing results to evaluate the students' writing ability ignoring their comprehensive development in writing process.Therefore,the author conducts a research on the teaching of Chinese as a second language with formative evaluation.The forthcoming formative evaluation runs through every aspect of writing,such as planning,drafting,second drafting,feedback and finalization,which is the organic combination of formative evaluation and process-oriented Chinese writing.The thesis is divided into five chapters.The first chapter is the introduction part,which introduces the reason of the topic,the significance of the research and the research methods in detail.And from the formative evaluation,the action research and the writing of the teaching of Chinese as a foreign language,it starts with the theoretical basis and the previous research results a summary.The second chapter is the discovery and analysis of the problem.This chapterintroduces the status and curriculum of the Confucius Institute at the Catholic University of Peru and the status of the writing class at the Confucius Institute at the Confucius Institute at Peruvian Catholic University.It also details the contents of teacher interviews and student surveys,and summarizes the results of the interviews and questionnaires,analyze the causes of the problem,put forward hypotheses.The third chapter is the main part of the design of action research.This chapter elaborates on the research issues,research objects,research tools,process design and pre-implementation action preparation of this action research.From the three parts of the action plan,the course of action and the reflection after the action,The round of action research conducted a detailed record and summary.The fourth chapter analyzes the results of the action research from the aspects of data analysis and student interviews.The data analysis includes comparative analysis before and after the questionnaire,comparative analysis before and after writing achievement and contrastive analysis before and after the type of paper surface.The fifth chapter is the summary of the full text.Based on the previous research,this chapter summarizes the main conclusions of the study,the inadequate research and puts forward some teaching suggestions on the formative evaluation applied to teaching Chinese as a foreign language.In the study,I used the survey method,classroom observation method and experimental method.First of all,the author consulted the relevant literature to understand the status quo of the formative evaluation at home and abroad in the implementation of process-oriented Chinese writing.Secondly,through thequestionnaire method,we can understand the present situation of Chinese writing for junior students of Confucius Institute at Catholic University of Peru.Thirdly,I selected a class from the Confucius Institute at Catholic University of Peru,penetrating the formative evaluation into the writing class for writing teaching.Using writing proficiency test,questionnaire for post-test,and the data statistics,comparison and analysis.Through experimental research,I conclude the following conclusions: 1)Students' writing acceptance of formative assessment is high.2)The writing interest,enthusiasm and confidence of students have been significantly enhanced.Writing habits,methods and strategies have been relatively improved.3)Students' writing skills have been significantly improved after the experiment,and writing skills have been strengthened.Based on the above conclusions,it can be concluded that the application of formative assessment to writing classes for teaching Chinese as a foreign language can stimulate students 'interest in learning and is an effective mechanism to mobilize students' active participation in writing learning.However,this study also has some limitations.Teachers should make flexible use of different kinds of students and make them play a greater role.