A Study On The Application Of Multiple Assessment In Intermediate Chinese Listening Teaching

Listening course,as a very important part of the of teaching Chinese as a foreign language has developed rapidly scince it became a separate course.The listening curriculum is receiving more and more attention recent years,however some problems are gradually exposed,such as:the lack of listening teaching strategies,single course format and modeled training process.Even the motivation in listening has showed a tendency to cater to examinations.In particular,teachers focus too much on the results of listening,and often ingnor other factors which including students' listening learning needs,skills and emotions.Therefore,this article mainly discusses how to promote the learning and development of students' Chinese listening through giving full play to the function of multiple teaching assessment.Assessment runs through the whole listening teaching,which can be both the result and the process of value judgment.Based on the education theory of Bloom's,the assessment can be divided into "diagnostic assessment","formative assessment"and "summative assessment "according to the purpose and function.Applying these three types of assessment to teaching that can be called multiple assessment,which using some specific measures,such as:classroom observation,homework,test,previous grade diagnosis,profile,interview etc.Considering the actual learning needs of the students,using qualitative and quantitative research methods in order to achieve promoting teaching and learning through assessment.In terms of emotion and skills,diagnostic assessment and formative assessment play a role in diagnosis,encouragement and promotion;the summary assessment in the cognitive field is used to present quantitative evaluation results to distinguish between excellent and average or rating.The comprehensive use of multiple evaluations can promote students to develop better and maximize the role of evaluation.The introduction summarizes the literature of listening teaching and states the theoretical connotation and basic characteristics of these three types of assessment.It also introduces the basic situation of students and the research structure of the thesis.The first chapter discusses the application of diagnostic assessment in intermediate Chinese listening teaching.Design a diagnostic assessment model"Gather Information-Explain Information-Diagnostic Evaluation" and describe the implementation of the model in teaching through case studies.The second chapter discusses the application of formative evaluation.Designing a formative assessment model of "Objectives-Pre-test-Feedback-Post-test" which is used in a teaching case to explore the application of formative assessment in listening teaching practice.The third chapter explores the application of summary assessment with listening tests,portfolio evaluation,and self-summarization as the main means in the intermediate Chinese listening teaching.The main part is quantitative analysis of test propositions,grades and test papers.Teaching practice has proved that the comprehensive use of multiple assessment and the analysis method combining quantitative and qualitative are effective that can improve the objectivity and comprehensiveness of evaluation results and promote Chinese listening teaching.