Feng Yuan 
How to Test Chinese 

The article How to Test Chinese: An Exploration of Middle School Chinese Propositions focuses on the various tests of Chinese teaching, especially the in-depth and detailed discussion on all aspects involved in the proposition work in the reading test. Although there are many angles to cut into the article, there is a general characteristic that runs through the beginning and the end, that is, a strong problem awareness. Whether it is an overall theoretical explanation (for example, combing the knowledge points of the taxonomy of educational objectives such as Bloom and Anderson in foreign countries to construct our test level goals); or a partial analysis of the dry language or the proposed answers of the test paper questions, or a comparative study of Chinese and foreign mother tongue teaching tests, which are all caused by the current practical problems of Chinese teaching and the practical difficulties encountered in the proposition work. These problems are both operational and conceptual. In other words, the two levels of problems are more integrated, so that the discussion of the problem in the article often goes from operation to concept, and the updated concept promotes reflection on actual operation. This kind of in-depth discussion led by problem awareness is particularly evident in his article Broadening the Text Selection Path for Reading Questions in Literary Works. The conclusion not only broadens the vision of the proposition maker, but also has a considerable impact on the mindset in the teaching of Chinese reading. Other issues such as the unclear definition of reading comprehension and analysis ability in Chinese teaching, the non-subjectivity of the answer to the subjective reading questions, and the lack of the essence of inquiry in the design of inquiry questions have all been analyzed in depth, and the conclusions are mostly convincing.