语言测试既是语言教学的重要环节，也是重要的教学手段。在外语测试领域，语言测试对语言学习和教学产生的影响，即所谓的反拨效应，一直是语言测试和教学领域学者们关注、研究的重要话题。然而，尽管反拨效应的重要性已经得到了广泛认可，但针对汉语水平考试（HSK）反拨效应的研究尚显不足。在各级别的考试中，HSK三级是证明汉语学习者水平的一个重要分界点，对应于《国际汉语能力标准》三级和《欧洲语言共同参考框架（CEF）》B1级，面向掌握600个最常用词语和相关语法知识的考生。本研究立足于HSK三级，以现有的反拨效应理论框架和研究成果为基础，采用问卷调查、课堂观察以及访谈等研究方法，以意大利马切拉塔大学孔子学院考点下的高中学生及该孔院的汉语教师志愿者为研究对象，探究HSK三级对汉语教与学产生的具体影响。
研究结果显示，HSK三级对意大利的汉语教学和学习均产生了显著影响。总体而言，这种影响呈现出的积极效应大于消极效应，且考试对学生学习的影响强度大于对教师教学的影响。根据对问卷数据、课堂观察和访谈结果的分析，发现影响HSK反拨效应强度的因素复杂而多样，包括但不限于学生对HSK的态度、参加考试的动机，以及教师对HSK的看法、对学生需求的重视程度、教学环境和教学资源的配置等因素。
通过深入探究，对HSK三级的反拨效应有了更清晰的认识，并针对汉语学习和教学分别提出了可行的建议，以期充分发挥HSK的正面反拨作用，抑制负面的反拨效应，为未来更深入的研究和教育实践提供有益的借鉴与启示。学生应树立正确的考试观念，设定清晰的学习目标，坚持良好的学习习惯和规律性学习安排；作为教师，应该平衡好教学质量与考试要求，引导学生正确地认识HSK，并制定全面的学生水平评价标准。最后，本研究仍存在对数据的分析不够细致深入，问卷的完整性和准确性不够，以及未能长期对调查对象进行追踪研究等不足之处，有待进一步讨论和完善。

Language testing is both an important part of language teaching and an important means to promote language teaching. In the field of foreign language testing, the impact of language testing on language learning and teaching, the so-called washback effect, has been an important topic of concern and research for scholars in the field of language testing and teaching. However, although the importance of the washback effect has been widely recognized, research on the washback effect of the Chinese Proficiency Test(HSK) is still insufficient. Among the various levels of the test, HSK Level 3 is an important demarcation point for proving the proficiency of Chinese language learners, which corresponds to Level 3 of Chinese Language Proficiency Scales For Speakers of Other Languages and Level B1 of Common European Framework of Reference for Languages(CEF), and is intended for test takers who have mastered the 600 most commonly used words and related grammatical knowledge. Based on HSK Level 3 and existing theoretical frameworks and research results on the washback effect, this study uses questionnaire surveys, class observation and interviews as research methods to investigate the specific impact of HSK Level 3 on Chinese language teaching and learning with high school students under the examination center of the Confucius Institute at the University of Macerata, Italy, and the Confucius Institute's volunteer Chinese language teachers as research subjects.
The results show that HSK Level 3 has significant impacts on Chinese language teaching and learning in Italy. Overall, this impact showed more positive than negative effects, and the impact of the test on students' learning was stronger than that on teachers' teaching. Based on the analysis of the questionnaire data, class observations and interview results, it is found that the factors affecting the intensity of the HSK washback effect are complex and diverse, including but not limited to students' attitudes toward the HSK and their motivation to take the test, as well as the teachers' perceptions of the HSK, the degree of attention paid to the needs of the students, and the configuration of the teaching environment and teaching resources.
Through in-depth investigation, the author has gained a clearer understanding of the washback effect of HSK Level 3 and put forward feasible suggestions for Chinese language learning and teaching respectively, with a view to giving full play to the positive washback effect of HSK and suppressing the negative washback effect, so as to provide useful references and inspiration for more in-depth research and educational practice in the future. Students should establish a correct conception of the test, set clear learning goals, and adhere to good study habits and regular study arrangements; as teachers, they should balance the quality of teaching with the requirements of the test, guide students to correctly recognize the HSK, and formulate a comprehensive evaluation standard of students' level. Finally, this study still has shortcomings such as the lack of detailed and in-depth analysis of the data, the lack of completeness and accuracy of the questionnaire, as well as the failure to follow up the respondents for a long period of time, etc., which need to be further discussed and improved.