A Survey Factual Situation About Chinese Achievement Test In Korean Middle Schools

On the basis of the factual situation about Chinese achievement test in South Korean Middle schools,meanwhile taking Gyeongsan Middle school as an example to find some potential problems and propose practical suggestions for improving the development of teaching Chinese as a second language in Korea.Firstly,analyzes the form,the content,the process and the effect of the Chinese achievement test in Gyeongsan Middle school by collecting the test questions and students'scores of the achievement test.The author worked in Gyeongsan Middle school last year.At the same time,this paper also analyzes the questionnaire survey of students in this school.Through the analysis of the Chinese language achievement test and the questionnaire survey results,this paper summarizes the characteristics of the Chinese language achievement test from four aspects:the form,the content,the result and the reflection between teaching and test.Then combined with the author's personal work experiences to discuss the causes of the problem.Secondly,a questionnaire survey was conducted on Chinese teachers of CPIK program who also taught Chinese in different Korea Middle Schools.And through the comparison with Chinese achievement test in Gyeongsan middle school,we find that the Chinese achievement test in Korean middle school has the common advantage of combining the formative and the summative,and the test forms are various.Meanwhile,there are some problems that need to be improved,such as the lack of communicative competence in the oral test,the objective multiple choice test and the general emphasis on the test.Last but not least,some valuable and practical suggestions combining with the characteristics of the environment for Chinese education in Korean Middle schools and the advantages of CPIK program in the cooperative teaching between Chinese teachers and Korean teachers are putted forward in testing and teaching these two aspects such as enrich the oral test form,enhance the interest of the curriculum,strengthen the cooperation between Chinese teachers and Korean teachers,and adjust the mode of teacher training which decided by CPIK.