本文選題：少兒漢語 + 暑期班　； 參考：《中央民族大學》2012年碩士論文

【摘要】：在當今全球化的影響下,隨著中國經(jīng)濟的迅速發(fā)展,中國與世界的交流日益頻繁,在世界上漢語的地位也顯得越來越重要,因此有越來越多的外國少兒來中國學習漢語。這些少兒學生的漢語水平不同,該如何對他們進行合理分級是一個需要解決但尚未研究的課題。為此,本研究的目的是探討如何將某少兒漢語暑期班的學生按照漢語水平程度不同進行分級。本文在考慮少兒學習漢語特點的基礎(chǔ)上,針對該項目使用教材以及學生的情況,設(shè)計了適合他們的試卷并進行施測。最后針對施測結(jié)果以及統(tǒng)計指標對試卷進行了修改。 在試卷設(shè)計中,多數(shù)題目選用了四選一多項選擇題；關(guān)于題目數(shù)量,三次測試中,第一次有54個題目,第二以及第三次分別為60個題目,此外還增加了寫作部分。三次測試內(nèi)容大多取材于《漢語會話301句》等該少兒暑期項目使用的教材。設(shè)計過程是：首先根據(jù)教材列出內(nèi)容大綱以及雙向細目表,并在此基礎(chǔ)上命制題目,包括聽力部分、詞匯部分、語法部分、閱讀理解以及造句。研究中主要選用區(qū)分度指標D及難度指標P作為選擇題目的標準。試卷的信度計算使用了Alpha信度系數(shù),并收集課堂觀察和教師評價來進行測驗分數(shù)效度研究。信度方面,前兩次測試試卷的信度較高,總測驗題目的平均點雙列相關(guān)系數(shù)也比較高。第三次考試只有12名考生,且考生均剛學習漢語時間較短,因此第三次測驗的統(tǒng)計數(shù)據(jù)不足以說明題目的質(zhì)量。效度方面,根據(jù)課堂觀察和教師評價,發(fā)現(xiàn)三期學生水平有較大差異,而分級測試的分數(shù)較好地將三期中大部分學生安置到了合適的班級。施測后研究者分別對三次測試的題目及試卷整體質(zhì)量做了評估,并對一些題目進行了調(diào)整和改進。例如,設(shè)置更合理的干擾項、使用更清楚的圖片等。 本研究的不足是：第一,樣本數(shù)量偏少,有時考生的同質(zhì)性過高；第二,沒有結(jié)合口語分級測試題目進行研究；第三,本研究的描述統(tǒng)計數(shù)據(jù)是基于經(jīng)典測量理論,在將來的研究中,還應(yīng)在此基礎(chǔ)上結(jié)合現(xiàn)代測量學理論對分級測驗做進一步的研究。
[Abstract]:Under the influence of globalization, with the rapid development of Chinese economy, the communication between China and the world is becoming more and more frequent, and the status of Chinese is becoming more and more important in the world, so more and more foreign children come to China to learn Chinese. The Chinese level of these children is different, how to classify them reasonably is a problem that needs to be solved but not studied. Therefore, the purpose of this study is to explore how to classify the students of a child summer Chinese class according to their level of Chinese. On the basis of considering the characteristics of children's learning Chinese, according to the use of textbooks and the students' situation, this paper designs the test papers suitable for them and carries out the test. Finally, the test paper is modified according to the test result and statistical index. In the test paper design, most of the questions were selected four times and one multiple choice question. As for the number of questions, there were 54 questions for the first time, 60 questions for the second and the third, and the writing section was added. Most of the three tests were based on Chinese conversation 301 sentences and other materials used in the children's summer program. The design process is as follows: first of all, the outline of the content and the bidirectional detailed list are listed according to the textbook, and on this basis, the subjects are assigned, including the listening part, the vocabulary part, the grammar part, the reading comprehension and the construction of sentences. Distinction index D and difficulty index P are chosen as the criteria for selecting topics in the study. Alpha reliability coefficient was used to calculate the reliability of the test paper, and classroom observation and teacher evaluation were collected to study the validity of the test scores. In terms of reliability, the reliability of the first two test papers was higher, and the correlation coefficient of the average points and double columns of the total test questions was higher. There are only 12 examinees in the third test, and all of them have just studied Chinese for a short time, so the statistics of the third test are not enough to explain the quality of the questions. In terms of validity, according to the classroom observation and teacher evaluation, it is found that there are great differences in the level of students in the third period, and the scores of the grading test have better placed the majority of students in the three periods to the appropriate class. After the test, the researchers evaluated the three test questions and the overall quality of the test paper respectively, and adjusted and improved some questions. For example, set more reasonable distractions, use clearer pictures, and so on. The shortcomings of this study are as follows: first, the number of samples is small, sometimes the homogeneity of examinees is too high; second, the study is not combined with oral grading test topics; third, the descriptive statistical data of this study is based on classical measurement theory. In the future research, further research should be done on grading test based on modern surveying theory.
【學位授予單位】：中央民族大學
【學位級別】：碩士
【學位授予年份】：2012
【分類號】：H195

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