汉字测试在韩“国别化”汉语测试中的地位探索
On the status of Chinese character test in “Country-specific” Chinese test in Korea
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Over the past 20 years since China and Korea established the diplomatic relationships, Chinese teaching in Korea has also entered a rapid developing stage. The development includes not only the unprecedented developing speed and scales, but also the great achievements in teaching staff, teaching quality, teaching materials etc. However, according to Prof. Lü Bisong, there are still several problems in the “four teaching steps” mentioned by Prof. Lü, especially in the field of Chinese education in college. These problems are: 1) No Chinese teaching syllabus in college; 2) No systematic teaching materials with clear teaching objectives and reasonable assessing system although the number of Chinese teaching materials is large; 3) No orderly in-class teaching; 4) Still no “country-specific” Chinese language assessing system so far. All of these mentioned problems need to be solved or improved. This paper attempts to contrive and implement a new Chinese proficency testing system which is different from the new HSK test. The new testing system is going to be “country-specified”, “combining both teaching and testing” and “to test in order to promote teaching”. How to test Chinese characters will be one of the focus of this new testing system.
Abstract
Over the past 20 years since China and Korea established the diplomatic relationships, Chinese teaching in Korea has also entered a rapid developing stage. The development includes not only the unprecedented developing speed and scales, but also the great achievements in teaching staff, teaching quality, teaching materials etc. However, according to Prof. Lü Bisong, there are still several problems in the “four teaching steps” mentioned by Prof. Lü, especially in the field of Chinese education in college. These problems are: 1) No Chinese teaching syllabus in college; 2) No systematic teaching materials with clear teaching objectives and reasonable assessing system although the number of Chinese teaching materials is large; 3) No orderly in-class teaching; 4) Still no “country-specific” Chinese language assessing system so far. All of these mentioned problems need to be solved or improved. This paper attempts to contrive and implement a new Chinese proficency testing system which is different from the new HSK test. The new testing system is going to be “country-specified”, “combining both teaching and testing” and “to test in order to promote teaching”. How to test Chinese characters will be one of the focus of this new testing system.
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