| In Chinese-Writing Teaching of teaching Chinese as a foreign language,teacher’s written evaluation is an important way to improve Chinese writing ability of overseas students.In the form of questionnaires and interviews,this paper investigates the status of written evaluation of writing teaching for intermediate Chinese level overseas students,analyzes the problems existing in the written evaluation,and figures out the reasons to propose an operable written evaluation method for intermediate writing.At the same time,it provides a reference method for teacher’s written evaluation in order to improve the level of Chinese writing for international students.The first chapter expounds the research significance of this paper,systematically analyzes the problems existing in the composition of international students and the status of composition evaluation,and introduces the research methods of this paper.The second chapter investigates the status of the written evaluation of the writing teaching of intermediate Chinese level international students in College of International Cultural Exchange of Central China Normal University through questionnaires and interviews.This article investigates teachers by interview.The interview mainly includes the basic situation of the teachers,the teachers’ understanding of the written evaluation,the actual evaluation of the teachers,and the requirements for the students to handle the written evaluation.This paper mainly surveys international students in the form of questionnaires.The questionnaire mainly includes the basic situation of international students,the understanding of international students on the written evaluation,the written evaluation actually received by international students,their expectations for teacher’s evaluation,and how international students handle the written evaluation.The third chapter analyzes the main problems of the written evaluation of intermediate writing and the reasons for the formation of the problems.The main problems are the singularity of the correction method,the simplification of the comments and the ambiguity of the evaluation criteria.The reasons for the problems are that teachers do not pay attention to written evaluation,teachers ignore the subject status of students and students do not attach importance to written evaluation.The fourth chapter puts forward practical teaching suggestions for the written evaluation methods of intermediate writing,including error correction(teacher correction,student self-revision,teacher re-approval),comments(cognitive dimension and emotional dimension),grade evaluation(the evaluation principles and assessment criteria).The fifth chapter is the conclusion part,which summarizes the main work of this paper and points out the innovation points and deficiencies. |
