| PAT7.4Chinese language proficiency test is also called-Thai Chinese test. It officially included in Thailand in2009college entrance examination subjects, but in the testing process in recent years there have been some questions set. Because the exam lay particular stress on grammar, comprehensive study of the Chinese culture and Chinese traditional knowledge, Thailand between teachers and students generally reflect questions too deep, fairly, too difficult. The examinee scores is not ideal. From2009to2009, the total score is300points out, however, students attending the Chinese college entrance examination scores at this stage is focused on the70-90points. The same as the second language such as Japanese and French exam, the same score proportion, however, to be with only a few Chinese college entrance examination and was admitted to a good university. Students in psychological imbalance, often made by low self-efficacy and the fear. Teachers also often fall into the teaching method in teaching the paradox of choice, is to choose "learning through practical communicative teaching method, or takes an exam the sexual knowledge input method? In addition, the teaching content and the university entrance exam content disconnect, teaching difficulty level is far less than the requirements of Chinese college entrance examination.This article will mainly by means of the paper was summarized and analyzed in recent years, points out the problem of the unreasonable. Using the theory of achievement test to show its rationality. And analysis of Chinese college entrance examination problems bring students, teachers, hanban and the negative impact of Thailand. Finally, the paper puts forward a few constructive Suggestions. Trying to cause much attention zhongtai related personnel, strive to improve the current urgent situation.This thesis is divided into seven parts altogether.The first part, the main narrative research background and significance of the thesis.The second part, the Thai Chinese college entrance examination and PAT.7.4test are introduced. The third part, the validity of language testing, reliability, degree of differentiation, and the role of several factors, which are particularly difficult compared to the calendar year of Chinese college entrance examination achievement distribution, rationality analysis of test questions.The fourth part, the main specific detail points out that PAT7.4the reasonable and unreasonable in exam papers.The fifth part, from the students, teachers, the Thai ministry of education, China hanban and so on several aspects to analyze the negative effects of PAT7.4.The sixth part, mainly from the perspective of the above several participants how to change the present problems of the Thai Chinese college entrance examination, and the concrete from various aspects such as teaching guidance to give counter-measures.The seventh part, this thesis, this paper reviews the research deficiency and put forward the thesis.Research has shown that "PAT7.4Chinese language proficiency test" on the test content too broad, the difficulty level is set too high, not in accordance with the general level of high school students learning Chinese in Thailand. Test questions are too long, single, in the form of reading quantity is big, the lack of image class "visual information."... |
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