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《欧洲语言共同参考框架:学习、教学、评估》(Common European Framework of Reference for Languages:Learning,Teaching,Assessment,简称CEFR)对欧洲范围的语言教学产生了巨大而深远的影响,而且这一影响已经超出了欧洲。身处欧洲的汉语教学自然不可避免地受其影响。这种影响或是直接的,或是间接的。许多汉语教师对CEFR的了解可能仅限于其六级语言水平,而对这六级语言水平的了解很可能是通过汉语水平考试的同等级别获得的。笔者认为,这不仅是不全面的,而且甚至是不正确的。此外,从事汉语教学的教师十分有必要认真地考察CEFR本身及其延伸的应用能为汉语教学的开展带来什么益处。本文通过“欧洲汉语能力基准项目”的研发过程,就CEFR在欧洲范围对汉语教学与测评的影响从几个方面加以描述与讨论。
The Common European Framework of Reference for Languages: Learning, Teaching, Assessment (CEFR) has a tremendous and far-reaching impact on language teaching in Europe, and this influence has been Beyond Europe Chinese teaching in Europe is inevitably affected by it. This effect is either direct or indirect. Many Chinese teachers may have limited knowledge of CEFR at the sixth level of their language proficiency, and understanding of the sixth level is likely to be obtained through the same level of the HSK. The author believes that this is not only incomplete, but even incorrect. In addition, teachers engaged in teaching Chinese is very necessary to carefully examine the benefits of CEFR itself and its extended application for the teaching of Chinese. This paper describes and discusses the influence of CEFR on Chinese teaching and evaluation in Europe from several aspects through the research and development process of “European Chinese Language Proficiency Reference Project”.