Empirical Study On The Research Of Performance Assessment In Task-based Oral Chinese Teaching

According to the existing research results,the TBLT with "learning by doing and learning by using" as its core concept fully embodies the educational concept of student-centered and student-development-oriented,and can effectively stimulate learners’ interest in learning.However,how to evaluate learners’ learning performance in TBLT of spoken Chinese class? How to verify whether teachers’ classroom teaching has achieved the due teaching effect and other issues still need to be further explored.The advantage of performance assessment is that it can help students really form intrinsic,sustainable and developmental learning ability.By combining task-based teaching method with performance assessment,we can comprehensively judge whether performance assessment can improve teaching effect through classroom observation,questionnaire survey and after-class interview.Firstly,this paper designs tasks and activities suitable for the intermediate spoken Chinese course,explores the implementation process of tasks,and evaluates the comprehensive performance of Chinese learners,such as class participation and task completion,by using a dual perspective performance assessment scale.Experimental data show that in the task-based oral English teaching to the student after the implementation of performance assessment,learners are similar in performance in "express" performance of "interaction" has evident in the level of quality level,teachers’ assessment with students’ self-assessment showed that performance assessment has played a positive impact on learners’ spoken Chinese studies.Performance assessment has a significant effect on improving learners’ learning initiative,paying attention to their own classroom performance,and promoting the improvement of learners’ verbal skills,expression skills and other abilities.Suggestions for teaching are put forward:to make clear the requirements of assessment and to cultivate the ability of assessment;Clear task objectives and focus on language learning;Assessment of accompanying learning plays a regulatory role.