摘要
通过与《ACTFL语言水平指南》《欧洲语言共同参考框架》进行比较,文本确定了《国际中文教育中文水平等级标准》的基本定位;从教学观念、课程、课型、教学资源和教学法等方面探讨了《国际中文教育中文水平等级标准》中的教学应用问题,并就教学应用可能出现的误区提出了相应的教学建议。文本认为,教学中不能将语言能力标准等同于语言学习标准和语言课程标准,要重视标准体现的结构与功能并重以及知识、技能、交际三位一体的语言观,避免学生走为考而学的歧路。
By comparing it with ACTFL Provisional Proficiency Guidelines and Common European Framework of Reference for Language:Learning,Teaching,Assessment,this paper clarifies the nature of Chinese Proficiency Grading Standards for International Chinese Language Education.It goes on to discuss the teaching application of the Chinese Proficiency Grading Standards for International Chinese Language Education from the aspects of teaching concept,curriculum,lesson type,teaching resources and teaching method,and put forward corresponding suggestions for possible misunderstandings.This paper points out that proficiency standards should not be equated with learning standards and curriculum standards,and special attention should be paid to the concepts of language teaching,such as equal emphasis on structure and function and the trinity of knowledge,skills and communication,so as to avoid the old road of learning for the sake of examination.
作者
余佳蔓
叶军
沈佳晨
YU Jia-man;YE Jun;SHEN Jia-chen(School of International Chinese Studies,East China Normal University,Shanghai 200062;Research Center for Global Chinese Language Development,East China Normal University,Shanghai 200062)
出处
《新疆师范大学学报（哲学社会科学版）》
CSSCI
北大核心
2024年第3期117-124,共8页
Journal of Xinjiang Normal University(Philosophy and Social Sciences)
基金
教育部中外语言交流合作中心国际中文教育创新项目“国际课程中文教学融媒体案例库”(21YH013CX2)的阶段性成果。
关键词
国际中文教育
语言水平标准
语言教学
International Chinese Education
Language Proficiency Grading Standards
Language Teaching
