本文立足于形成性评测的理论背景,采用话语分析的方法,对对外汉语经验教师和新手教师话语层面的形成性评测进行了对比研究。研究发现:在评测话语的总量与类型分布上,经验教师占据一定优势。经验教师具有较强的评测意识,能够根据教学环境构建评测话语以发挥其促学作用。在评测话语的组接上,经验教师目标清晰,并能依据学生的即时反应提供动态性的支持。相对而言,新手教师的评测话语呈现出单一、松散的特征。 Based on the theoretical background of formative assessment, this thesis uses the method of discourse analysis to make a comparative study on the formative assessment of the discourse level of experienced Chinese teachers and novice teachers. The study found that experienced teachers occupy certain advantages in evaluating the total amount and type of discourse. Experienced teachers have a strong sense of evaluation, according to the teaching environment to build evaluation discourse to play its role in promoting learning. In the group of evaluation discourse, experienced teachers have clear goals and can provide dynamic support based on the student’s immediate reaction. Relatively speaking, novice teachers’ evaluation discourse presents a single, loose characteristic.