中文摘要：

为了在课堂上对汉语二语者阅读能力的优势和弱势进行诊断性评估,本研究提出了诊断性评估的五个原则和基于该原则的新方法,即＂四步诊断法＂,该方法包括以下四步：（1）观察/接触;（2）初步评估;（3）假设检验;（4）作出决策。并基于该方法进行了个案研究,研究表明,相较于传统方法,该方法更适合课堂评估,使教师可以第一时间全面了解学生的能力发展情况,克服大规模测试诊断性评估滞后的局限,使诊断性评估结果既能指导学习,也能指导教学。

英文摘要：

In order to make a diagnostic evaluation of the advantages and weaknesses of Chinese L2 learners in the classroom,this study proposes five principles of diagnostic assessment and a new method based on this principle,namely,＂four-step diagnostic method＂,which includes the following four steps：（1） observation/contact,（2）preliminary assessment,（3） hypothesis test,（4） make a decision. This study is based on this method. The study shows that compared with the traditional method,the method is more suitable for classroom assessment,so that teachers can understand the development of student＇s capacity at the first time,to overcome the limitations of large-scale test diagnostic evaluation lag,so that the diagnostic results can guide the study and the teaching.