Study On Chinese Performance Assessment In High School In Incheon Area Of South Korea

Performance Assessment is one of the most important assessment methods for Chinese teaching in Korean high schools,and it is directly related to the student's academic performance.Good evaluation can not only detect students 'Chinese learning level,but also enhance students' interest in learning Chinese.Therefore,evaluation is especially important for students and Chinese teachers.This article takes six high schools offering Chinese lessons in the Incheon area of South Korea as research objects,investigates and evaluates the evaluation of Chinese teaching in high schools in Incheon,South Korea through questionnaires,interviews,and case studies.This analysis analyzes the advantages and problems in the evaluation.After investigation,the advantages of high school Chinese evaluation in Incheon are reflected in four aspects: the evaluation angle is diverse,the evaluation is interesting,the evaluation method is flexible,and the emphasis is on open evaluation.The problems of the evaluation itself can be divided into the problems of the evaluation itself and the problems in the process of performing the evaluation.Problems with the evaluation itself include the subjectivity of the evaluation results,which may cause unfairness;the cost of completing the evaluation is high and the time is long.Problems in the implementation process include failure to sum up in a timely manner;inconsistent evaluation standards in various schools;and insufficient evaluation of communication in Chinese.In view of the above problems,this article puts forward suggestions from two aspects of design evaluation and implementation evaluation.From the aspect of design evaluation,one is to consult the students when formulating evaluation standards;the other is to strengthen communication and discuss evaluation standards with teachers of the same type of school.In the implementation of evaluation,the first is to speed up the evaluation process and strictly control the evaluation time;the second is to strengthen the guidance to students and attach importance to the summary after the evaluation;the third is to coordinate the evaluation time with other subject teachers in advance.