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A study on Chinese Language B assessment under the IB Diploma Programme
Author
Xu, Jingrui
Supervisor
Ang, Liang Peng
Abstract
随着经济发展，全球化进程的日益加快。中国在世界的影响力增强，越来越多的人开始学习中文。与此同时，国际教育也逐渐兴盛，其中 IB 课程以其独特的教育理念和课程结构引起人们关注，选择中文作为第二语言学习并将参加大学预科课程评估与测试的学生也不断增加。因此，结合语言测试理论对 IBDP 中文 B 课程评估进行研究，并为受试者及教师提供可行的教学建议就成为了一个亟待研究的课题。
然而当前，对 IBDP 中文语言 B 课程评估的研究多集中于对 2015 年旧指南指导下的课程及教学的表面分析上。由此可见，对于 IB 中文 B 国际文凭项目 2020全新大纲的测试与评估研究尚处于初级阶段。即使学界对 IB 体系教育的关注随着当前国际学校的发展有所增加，但针对具体测试与评估体系的分析与阐释，对教学过渡的处理方式与建议仍然相当有限；另外，欧美地区的文献多为针对教育理念以及其他学科的研究，尤其缺乏中文 B 板块的研究；而在亚太地区，部分学者虽对中文 B 课程给予了关注，但依然以概括介绍，课程设计的文章居多，缺少在语言
测试评估领域的深入分析。
据此，笔者以 IBDP 中文 B 普通课程作为研究对象，从测试的评估架构及考评方式、标准入手，对 2015 年和 2020 年全新指南进行对比分析。第一部分绪论，介绍研究背景和对象，及本文的研究目的和意义，研究方法，以及相应的语言测试理论基础。第二部分对 IBDP 项目下的中文 B 课程进行综述并介绍。第三部分对新旧指南下的 IBDP 中文 B 普通课程进行分析并详细对比。第四部分则会结合语言测试理论基础，对评估中的口语与写作测试分别进行详细分析。第五部分，会结合以上分析对 IBDP 口语与写作的教学，以及当前不少学校面临的在 IGCSE 0547至 IBDP 普通课程的写作与口语过渡问题上提出教学备考相关建议。此外，总结主要观点及研究的局限，再做出展望。最后，希望借本篇研究能够在一定程度上填补此方面的不足，拟对日后教师教学及学习者学习提供相应帮助。
然而当前，对 IBDP 中文语言 B 课程评估的研究多集中于对 2015 年旧指南指导下的课程及教学的表面分析上。由此可见，对于 IB 中文 B 国际文凭项目 2020全新大纲的测试与评估研究尚处于初级阶段。即使学界对 IB 体系教育的关注随着当前国际学校的发展有所增加，但针对具体测试与评估体系的分析与阐释，对教学过渡的处理方式与建议仍然相当有限；另外，欧美地区的文献多为针对教育理念以及其他学科的研究，尤其缺乏中文 B 板块的研究；而在亚太地区，部分学者虽对中文 B 课程给予了关注，但依然以概括介绍，课程设计的文章居多，缺少在语言
测试评估领域的深入分析。
据此，笔者以 IBDP 中文 B 普通课程作为研究对象，从测试的评估架构及考评方式、标准入手，对 2015 年和 2020 年全新指南进行对比分析。第一部分绪论，介绍研究背景和对象，及本文的研究目的和意义，研究方法，以及相应的语言测试理论基础。第二部分对 IBDP 项目下的中文 B 课程进行综述并介绍。第三部分对新旧指南下的 IBDP 中文 B 普通课程进行分析并详细对比。第四部分则会结合语言测试理论基础，对评估中的口语与写作测试分别进行详细分析。第五部分，会结合以上分析对 IBDP 口语与写作的教学，以及当前不少学校面临的在 IGCSE 0547至 IBDP 普通课程的写作与口语过渡问题上提出教学备考相关建议。此外，总结主要观点及研究的局限，再做出展望。最后，希望借本篇研究能够在一定程度上填补此方面的不足，拟对日后教师教学及学习者学习提供相应帮助。
With the development of the global economy. Rencently, China's influence in the world has increased, and more people have begun to learn Chinese. At the same time, international education has also gradually flourished. Among many curriculum systems, International Baccalaureate(IB) courses have attracted people's attention due to their unique educational concepts and curriculum structure. As the number of students who choose Chinese as a second language to study increases, the evaluation and testing of the International Baccalaureate Diploma Programme (IBDP) is also increasing. Therefore, combining the theory of language assessment with the study of the IBDP Chinese B course evaluation, and the provision of subjects and teachers with corresponding feasible methods and suggestions has become a topic that needs urgent research.
However, currently, the research on the IBDP Chinese Language B course evaluation is mostly focused on the superficial analysis of the teaching and courses guided by the old syllabus from 2015. It can be seen that the assessment of the new syllabus of IB Chinese B International Baccalaureate Program started in 2020. Even though the academic community’s attention to IB education has increased with the development of current international schools, the analysis and interpretation of specific testing and evaluation systems and the methods for teaching transition are still quite limited. In addition, most of the studies in Europe and America are on IB education concepts and other disciplines, the number of studies on Chinese B is very limited. In the Asia-Pacific region, some scholars have paid attention to the Chinese B curriculum. However, they have only introduced it in general terms. Most of the articles on curriculum design are lacking in analysis of the language assessment field.
Based on this, the author takes the IBDP Chinese B general course as the research object, starts with the evaluation framework of the test, evaluation methods, and standards, and makes a comparative analysis between the old syllabus of 2015 from the new syllabus of the 2020. The first part introduces the research background and objects, the purpose and significance of this article, research methods, and the corresponding theoretical basis of language testing. The second part reviews and introduces Chinese B courses under the IBDP project. The third part analyzes and compares the IBDP Chinese B general courses
under the old and new guidelines. The fourth part combines the theoretical basis of language testing to analyze the oral and writing tests in detail. The fifth part combines the above analysis on the teaching of IBDP oral and writing, as well as the transition problems that have occurred in many schools. Suggestions on the teaching of writing and oral transition from IGCSE 0547 to the IBDP language B standard level course, and summarises the main points and research. The last part covers the limitations of the current situation, and expectations for future development. It is hoped that this research can provide a solution for the shortcomings in this area to a certain extent, and I intend to provide corresponding assistance to teachers and learners in the future.
However, currently, the research on the IBDP Chinese Language B course evaluation is mostly focused on the superficial analysis of the teaching and courses guided by the old syllabus from 2015. It can be seen that the assessment of the new syllabus of IB Chinese B International Baccalaureate Program started in 2020. Even though the academic community’s attention to IB education has increased with the development of current international schools, the analysis and interpretation of specific testing and evaluation systems and the methods for teaching transition are still quite limited. In addition, most of the studies in Europe and America are on IB education concepts and other disciplines, the number of studies on Chinese B is very limited. In the Asia-Pacific region, some scholars have paid attention to the Chinese B curriculum. However, they have only introduced it in general terms. Most of the articles on curriculum design are lacking in analysis of the language assessment field.
Based on this, the author takes the IBDP Chinese B general course as the research object, starts with the evaluation framework of the test, evaluation methods, and standards, and makes a comparative analysis between the old syllabus of 2015 from the new syllabus of the 2020. The first part introduces the research background and objects, the purpose and significance of this article, research methods, and the corresponding theoretical basis of language testing. The second part reviews and introduces Chinese B courses under the IBDP project. The third part analyzes and compares the IBDP Chinese B general courses
under the old and new guidelines. The fourth part combines the theoretical basis of language testing to analyze the oral and writing tests in detail. The fifth part combines the above analysis on the teaching of IBDP oral and writing, as well as the transition problems that have occurred in many schools. Suggestions on the teaching of writing and oral transition from IGCSE 0547 to the IBDP language B standard level course, and summarises the main points and research. The last part covers the limitations of the current situation, and expectations for future development. It is hoped that this research can provide a solution for the shortcomings in this area to a certain extent, and I intend to provide corresponding assistance to teachers and learners in the future.
Date Issued
2021
Call Number
P53.4 Xu
Date Submitted
2021