二十余年来,HSK在对外汉语教学中起到了积极的作用,在海内外享有很高的学术和市场声誉。我们相信,改进版HSK必将对汉语国际推广和汉语考试的发展产生深远而积极的影响。
附注
①王佶旻(2006)对这方面的改进提出了可供参考的意见。
②黄春霞(2006)对此问题进行了探讨。
③已发表的文章有王小玲(2006)、聂丹(2006a、2006b)、单玫(2006)等。
④有关研究参见王小玲(2005)。
⑤有关改进版HSK的考试说明及样卷,请参看北京语言大学汉语水平考试中心即将出版的《汉语水平考试HSK(改进版)应试指南及样题》。
参考文献
黄春霞(2006)关于HSK(初、中等)常模问题的研究和设想,《世界汉语教学》增刊。
刘镰力(1995)高等汉语水平考试的性质和等级分数的划分,见北京语言学院汉语考试中心编《汉语水平
考试研究论文选》,北京:现代出版社。
聂 丹(2006a)HSK(初、中等)再测信度验证,《中国考试》第5期。
聂 丹(2006b)考生对HSK(初、中等)当前质量的评价,《世界汉语教学》增刊。
单 玫(2006)HSK(初、中等)难度与效度的考生评价,《世界汉语教学》增刊。
王佶旻(2006)基于考生自我评价的HSK(初、中等)分数解释研究,《世界汉语教学》增刊。
王小玲(2005)HSK预测样本变化对题目难易度的影响及相关问题,《世界汉语教学》第2期。王小玲(2006)HSK(初、中等)效度研究报告,《语言教学与研究》第6期。
张 凯(2004)HSK等级分数的问题,《世界汉语教学》第1期。
Anastasi,A.&S.Urbina(1997)Psychologicaltesting.NewJersey:PrenticeHallInc.
Bachman,L.F.(1990)Fundamentalconsiderationsinlanguagetesting.Oxford:OxfordUniversityPress.Wood,R.(1993)Assessmentandtesting:Asurveyofresearch.Cambridge:CambridgeUniversityPress.
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汉语水平考试(HSK)改进方案
Anexperimentalstudyontheeffectofthemethodof‘Teachingthelearnerto recognizecharactersmorethanwriting’………………………………JIANGXin,p91
Thepresentstudy,basedonanexperiment,comparedtheeffectsoftwodifferentmethodsofteachingChinesecharacters,i.e.‘teachingthelearnertorecognizecharactersmorethanwriting’and‘teachingcharacterrecognizationandwritingsimultaneosly’.Intheexperiment,twogroupsofforeignstudentswhowereatthesamelevelincharacterrecognitionandwritingwereinstructedwiththesetwomothodsfor3monthsrespectively.Theresultsshowedthatthegroupusingtheformermethodperformedbetterinbothcharacterrecognitionandwritingthanthegroupusingthelattermethod.
Keywords:teachingthelearnertorecognizecharactersmorethanwriting,teachingChi2nesecharacterstoforeignlearners
ThecompilingofspokencorpusofChineseSingaporeanpreschoolers
…………………………………………………ZHAOShouhuiandLIUYongbing,p98
Oralcorpushasbeennotoriousforitsextremelyhighcost,technicalcomplicationandtime2consumingprocess.Therefore,onlyasmallnumberofwell2establishedoralcorpushavebeenconstructed,eventhoughtheimportanceofcorpusbasedordrivenresearchisincreasinglyemphasizedinmodernlinguisticstudies.Inthispaper,webrieflyintroducethecompilingoftheSpokenCorpusofChineseSingaporeanPreschoolers’OralMandarin.Wefirsthaveanover2viewofthedevelopmentofChineseteachinginSingaporeanschooleducationfromhistoricalperspectiveaswellasthecurrentsituationofMandarinmothertongueeducationinpreschoolsectors.Afterprovidingthebackgroundinformation,wefocusontheresearchmethodologyofdatacollection,dataprocessingandcorpusbuilding.Meanwhilewealsodiscusssomeproblemsencounteredspecificallyindataprocessing.Inconclusion,wedescribethefeaturesofthiscor2pusanditspossiblecontributiontofutureexplorationoflinguisticcompetenceofSingaporeanpreschoolers,andtobettertheunderstandingofchildlanguagedevelopmentatlarge.
Keywords:MandarinEducation,children’sorallanguage,corpus,Singapore
SchemeforarevisedversionoftheChineseProficiencyTest(HSK)
………………………TheprojectteamforHSKrevision,BLCUHSKCenter,p126
TheprojecttherevisionoftheChineseProficiencyTest(HSK)hasbeenbasicallycomple2tedaftersevenyears’planning,preparingandresearching.Whenwestartedtoworkonit,weconsideredtheproblemsexistingincurrentHSK,askedforadviceofexpertsbothathomeandabroadandcarriedoutsystematicrelevantresearchesthathasresultedinthedevelopmentofaschemeforarevisedversionofHSK.Thisschemereflectstherationalefortherevision,i.e.itshouldbescientific,systematic,practical,compatibleand‘customer2first’,andwehavemadesomeadjustmentandimprovementonthestructure,itemdesignandscoringsystem.There2visedHSKhasthefollowingfeatures:1)ThenatureandpurposeofHSKremainthesame;2)focusingontheassessmentofcommunicativeability;3)ThescoringandgradingsystemandscoreinterpretationofHSKaremorescientificandreasonable;4)Oralandwrittentestingareimplementedintheelementary,intermediateandadvancedHSK;5)Theteststructureismorereasonableandtheitemdesignreflectstheregularsoflanguageteachingandacquisition.
Keywords:theChineseProficiencyTest(HSK),therevisionofHSK,scoringsystem,i2temdesign
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