本文選題：舊HSK + 新HSK　； 參考：《南京大學(xué)》2012年碩士論文

【摘要】：漢語水平考試(HSK)是國家級(jí)考試,是專為母語非漢語者設(shè)計(jì)的標(biāo)準(zhǔn)化語言考試(劉英林,2008)。HSK最初是由北京語言大學(xué)漢語水平考試中心研制,一直施行至今。2009年11月,國家漢辦又正式推出新漢語水平考試(簡稱新HSK,此前北語開發(fā)的HSK簡稱舊HSK)。新舊HSK兩種測試并行且皆已成為對(duì)外漢語測試的權(quán)威。 為滿足漢語教學(xué)工作者和學(xué)習(xí)者了解新舊HSK考試異同的需求,同時(shí)為了新舊HSK測試本身的不斷完善,本文在對(duì)新舊HSK測試體系進(jìn)行宏觀對(duì)比的基礎(chǔ)上,以聽力技能測試為微觀切入點(diǎn),選取2010年10月舊HSK(高等)試題和新HSK(六級(jí))樣題的聽力測試部分為研究對(duì)象,從多個(gè)角度發(fā)掘了這兩個(gè)聽力測試試題的異同,彌補(bǔ)了新舊HSK對(duì)比領(lǐng)域的空白。 本文由四個(gè)部分構(gòu)成：在緒論部分,作者闡明了本研究的重要意義、研究設(shè)計(jì)和方法以及文獻(xiàn)綜述,其中文獻(xiàn)綜述部分介紹了聽力理解的實(shí)質(zhì)、聽力能力的內(nèi)涵、影響聽力理解的因素以及聽力測試研究現(xiàn)狀。第二部分是對(duì)新舊HSK測試體系框架性因素的宏觀對(duì)比部分,主要從理論基礎(chǔ)、考試原則、主要依據(jù)、詞匯大綱、最高級(jí)試卷構(gòu)成五個(gè)方面分別對(duì)新舊HSK進(jìn)行了介紹和分析,結(jié)果顯示：(1)舊HSK遵循“考教分離”的原則,新HSK遵循“考教結(jié)合”的原則；(2)舊HSK總體屬于心理測量—結(jié)構(gòu)主義測試體系,新HSK考試的設(shè)計(jì)理念是突出交際能力。(3)舊HSK的制定嚴(yán)格以《漢語水平等級(jí)標(biāo)準(zhǔn)和等級(jí)大綱》為主要依據(jù),建立在我國四年制對(duì)外漢語專業(yè)水平之上,難度大；新HSK參考《國家漢語能力標(biāo)準(zhǔn)》,以交際性、任務(wù)型語言任務(wù)為特色。(4)新HSK詞匯大綱的詞匯量較小,詞匯等級(jí)循序漸進(jìn),舊HSK每一等級(jí)詞匯量要求彈性大,詞匯下限高；舊HSK書面詞匯過多,詞匯更新慢,新HSK增加口語詞匯和新詞；新HSK詞匯依據(jù)交際需求分級(jí)；舊HSK詞條切分實(shí)用性不夠,而新HSK詞條劃分欠缺科學(xué)性。(5)新舊HSK最高級(jí)試卷中,舊HSK題量大,題型變換頻繁,新HSK題量少,題型較整齊；新HSK聽力和口試比重增加,綜合型試題增加。 第三部分對(duì)舊HSK(高等)與新HSK(六級(jí))樣卷的聽力部分進(jìn)行了對(duì)比,主要從題型、命題角度、與考試大綱的吻合程度、文本難度四個(gè)方面展開,結(jié)論如下：(1)舊HSK題型設(shè)計(jì)更合理,對(duì)高級(jí)聽力技能的考察更深入。(2)新舊HSK技能覆蓋廣泛,但寫題的層次性都有待改進(jìn)。(3)直接意義層面的理解技能占主導(dǎo)比例,間接理解能力尤其是社會(huì)語用交際能力考察過少。新HSK相對(duì)更重視間接社會(huì)語用能力。新舊對(duì)話都缺乏主旨綱要領(lǐng)會(huì)能力的測試。新舊HSK技能分布都應(yīng)更均衡。(4)新HSK很多干擾項(xiàng)編寫無效。(5)新舊HSK話題廣泛,新HSK話題特點(diǎn)體現(xiàn)為常識(shí)性、多樣性、趣味性和宣傳性,交際性、實(shí)用性較強(qiáng),舊HSK話題注重語言、思維和知識(shí)水平的衡量,話題難度更大。(6)新HSK聽力試題與考試大綱的吻合程度和文本難度都低于舊HSK。 綜合以上兩部分,作者在第四部分總結(jié)出研究結(jié)果：(1)新舊HSK考試原則、主要對(duì)象、命題依據(jù)等因素的不同決定了兩者在試題設(shè)計(jì)、大綱要求、話題特點(diǎn)和試題難度等方面的差異；(2)在題型、試題編寫、話題類型、與考試大綱吻合程度、文本難度方面,舊HSK最高級(jí)聽力整體上都比新HSK體現(xiàn)出更高的成熟度或難度；(3)新HSK也體現(xiàn)出先進(jìn)之處,如綜合型試題的增加,大綱詞匯選取和分級(jí)更符合交際需求,聽力話題更具交際性、趣味性,試題更注重高級(jí)語用聽力能力的考察,這些都充分體現(xiàn)了新HSK側(cè)重交際性和鼓勵(lì)性的特點(diǎn)。(4)新舊HSK聽力測試都存在一些共同的缺陷,包括聽力技能分布不夠均衡,單篇材料寫題的層次性不夠,間接意義理解能力考察不足,直接意義理解層面的主旨綱要領(lǐng)會(huì)能力考察也未得到重視等,與考試大綱吻合程度偏低,尤其缺乏對(duì)成語、俗語或慣用語理解能力的考核。 最后,作者針對(duì)未來漢語聽力測試的研制和漢語聽力教學(xué)兩方面提出相應(yīng)建議,并總結(jié)了研究的創(chuàng)新點(diǎn)和可持續(xù)研究之處。
[Abstract]:The Chinese level examination is a national test , which is a standardized language test designed for non - Chinese native speakers ( Liu Yinglin , 2008 ) . It was originally developed by the Chinese Level Examination Center of the Beijing Language University . So far , in November 2009 , Hanban officially launched a new Chinese level test ( called the new one in the new Chinese language ) , which was called the old one . Both tests in the new and old are parallel and have become the authority of the Chinese test of the outside world .

In order to meet the needs of Chinese teaching workers and learners to understand the similarities and differences between the old and old Chinese students , and to perfect the test itself , this paper takes the hearing skill test as the micro - entry point based on the macro - contrast of the new and old test system , and finds out the similarities and differences between the two hearing test questions from various angles , and makes up for the blank in the new and old test field .

This paper consists of four parts : In the introduction part , the author expounds the significance , research design and method of this research and the literature review , in which the article summarizes the essence of listening comprehension , the connotation of listening ability , the factors that affect listening comprehension and the current situation of hearing test .
( 2 ) It is the psychological measurement - structuralism test system , the design idea of the new test is to emphasize the communicative competence . ( 3 ) The development of the old is based on the standard and the level outline of the Chinese standard , which is based on the standard of Chinese standard and the level outline , and it is very difficult to establish the four - year foreign language teaching level in China .
( 4 ) The vocabulary level is small , the vocabulary level is gradual , and the vocabulary level of the old is large , and the lower limit of the vocabulary is high ;
There are too many written vocabulary words in the old , the slower the vocabulary is , and the new words are added with the new words .
According to the classification of communication demand , the vocabulary of the new key words is classified according to the communication demand ;
( 5 ) In the most advanced test papers of the new and old Chinese , the numbers of the old and the old are large , the question - type transformation is frequent , the number of new questions is less , the question pattern is neat ;
The proportion of hearing and oral test in the new test is increased , and the comprehensive test question is increased .

In the third part , the author compares the listening parts of the old Chinese ( advanced ) and the new ( 6 ) samples . The conclusion is as follows : ( 1 ) It is more reasonable to study the degree of conformity of the test outline and the difficulty of the text .

Based on the above two parts , the author summarizes the research results in the fourth part : ( 1 ) the differences between the test questions design , the outline requirements , the topic characteristics and the difficulty of the test questions are decided by the different factors such as ( 1 ) the principle of the new and the old , the main object , the proposition basis and so on ;
( 2 ) In question - type , test - test - writing , topic type , the degree of conformity with examination outline and the difficulty of text , the most advanced hearing in the old is higher maturity or difficulty than the new one .
( 4 ) There are some common defects , including insufficient distribution of listening skills , insufficient level of writing of single material , lack of attention , etc .

Finally , the author puts forward some suggestions on the development of Chinese listening test in the future and the two aspects of Chinese listening teaching , and summarizes the research innovation points and the sustainable research .

【學(xué)位授予單位】：南京大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2012
【分類號(hào)】：H195

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