Elementary Chinese Comprehensive Grades Test Pattern Design And Experiments Based On Scenario Project Surveys

In the process of Chinese language learning,effective feedback can play a role in motivating,correcting,and correctly guiding learners.Among them,written feedback(mainly referred to as test scores in this article)can be stored for the longest time and can be used to learners' follow-up learning,which is worth paying attention to.However,the author finds out that most of the preliminary Chinese comprehensive course test questions are not combined with situational teaching nor normative.Therefore,the author studies the direction test questions,and tries to a design a more effective performance test.The author collects a large number of elementary Chinese comprehensive course test questions,analyzes the data from several aspects such as the classification of language items and the proportions of the scores of various questions,and obtains the question type and score ratio setting of the current primary Chinese performance test.Besides,the author analyzes the deficiencies of each item.In order to deal with them,the author refers to the data obtained from the analysis of the test paper and uses the “Situation Outline” prepared by Yang Jizhou(1999)as the theoretical basis.Based on the three perspectives of textbook scenarios,life situations,and teaching scenarios,the author designs the achievement test,and test experiments were performed on the students of primary Chinese language Class 3 at Shandong Normal University.The full text is divided into five chapters.The first chapter introduces the background of the topic and the research status at home and abroad,and briefly describes the significance of the topic,research methods and research objects.The necessity of combining the test scores of the primary Chinese comprehensive course with the scenario project is clarified;50 foreign volunteers,the Confucius Institute and the primary class of Shandong Normal University were selected as research objects;the research methods used in this paper were mainly the literature research method,the questionnaire survey method,and statistical methods.Chapter2 uses the Likert 5-point scale to conduct a questionnaire survey of the test class,to obtain the frequency of the scenario items in the “scenario outline”,and to summarize the scenario items to be used in this test.Chapter 3 analyzes the data collected from the test scores and uses the“exam outline” as a theoretical basis.It mainly includes two parts: the distribution of questions and the proportion of the scores of each question.The advantages and disadvantages of various questions are analyzed,and the data are obtained.As a reference for the direction of the test and the reference for setting the proportion of points,thenewly-designed questions are presented and their functions are introduced.The fourth chapter is the specific experimental methods and results analysis,mainly from five aspects: a.This test and the last(ordinary test)score comparison;b.This test and the previous test ranking comparison;c.test results overview;d.Essay score analysis;e.Scenario project score results.In contrast to the average test and the student's performance distribution and ranking in this test,the inconsistency between the previous and the second tests was analyzed.Finally,it is found that the test designed by the author can clearly reflect the students' specific deficiencies in the application of the language project and the scenario project,and t has a guiding role in the future learning.Finally,Chapter 5 summarizes the overall results and analyzes the shortfalls and future directions for improvement.