Research On The Design Of Elementary Chinese Classroom Activities In Malaysian Universities Based On Formative Evaluation

In recent years,with the deepening of cooperation between China and Malaysia in various fields,the demand for Chinese talents in Malaysia has gradually increased.Chinese elective courses in universities are more popular.In contrast with Malaysian students' enthusiasm for Chinese learning,Chinese teaching in Malaysia still needs to be further improved.In pahang Malaysia university as an example,questionnaires and classroom observation showed that the college Chinese teaching the teachers teaching process estimation problem exists,embodies in teaching,class activities and simplification,weak consciousness of culture teaching can't meet the demand of students and so on,at the same time pahang university also exist in classroom of Chinese students' learning attitude is not positive,such problems as lack of initiative study.The absence of formative evaluation is the main reason for its existence.As a teaching evaluation method that attaches importance to process,formative evaluation is an important means to help students learn and adjust teachers' teaching mode.It can objectively analyze the level of students,effectively stimulate students' interest and confidence in learning,accurately diagnose students' problems,effectively promote the interaction between teachers and students,timely improve teaching methods,and better complete Chinese teaching.Guided by the formative evaluation theory,this paper attempts to complete the evaluation of students' learning situation through the design and implementation of the teaching process(classroom activities),find problems in the activities,adjust and improve the teaching program,and try to solve the problems existing in Chinese teaching in Malaysia.This paper is divided into six parts.The first part of the introduction mainly describes the research background and significance of this paper,the relevant research status,research methods and innovation of this paper.The second part is a survey of the primary Chinese classroom teaching in pahang university.It starts from the questionnaire survey and classroom observation to find out the problems existing in the primary Chinese classroom in pahang university.The third part,based on the questionnaire results,summarizes the problems existing in the primary Chinese class in pahang university.One is the problem of the teaching process modeling,the other is the learner's subjective problem.The fourth part analyzes the existing problems and finds that formative assessment is the key to solve the problems in Chinese classroom teaching in pahang university.In order to solve the above problems,the author designs classroom activities for elementary Chinese in Malaysian colleges and universities,including language practice class activities and cultural experience class activities.The sixth part is the feedback of the implementation results and teaching reflection.