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Standards For Chinese Language Learning by CLASS

AP Chinese by College Board

SATII Chinese with Listening by College Board

Chinese Proficiency Test by Beijing Language and Culture University

 

Content and Skills 目标大纲

 

Interpretative Mode 理解诠释

Students interpret a broad range of written and oral texts. They develop reading proficiencies to identify and summarize main points and important details, and make appropriate inferences and predictions through exposure to highly contextualized written materials like advertisements, signs, and posters. They then progress through careful readings of more densely written texts excerpted or adapted from newspapers, magazine articles, contemporary literature, letters, and essays. Similarly, students develop their aural proficiencies through exposure to contextualized language excerpted or adapted from a wide variety of oral texts, ranging from the formal language heard in news broadcasts and announcements made in public places to colloquial language found in movies and television dramas.

 

Interpersonal Mode 语言沟通

The interpersonal mode involves spontaneous two-way interaction, such as conversing face-to-face or exchanging written correspondence. Teachers conduct class primarily in Chinese to facilitate students’ development of communicative strategies for initiating and sustaining conversation. Students are provided with significant opportunities to engage in class activities in which an active negotiation of meaning is required. Students also develop capacities to respond in culturally appropriate ways to questions on familiar topics, to understand conversations among native Chinese speakers, and to comprehend and compose e-mail or personal letters as part of back-and-forth communication with other Chinese speakers.

 

Presentational Mode 表达演示

Students develop speaking proficiencies to be able to create a level-appropriate speech or report, produce a newscast or video, and narrate personal experiences and current events in a coherent fashion with comprehensible pronunciation and intonation. They also develop the ability to write and speak in a variety of settings, types of discourse, styles, and registers. Students express themselves in writing on topics they have researched. They use a variety of written discourse styles, including descriptive, narrative, expository, and persuasive. Employing the organization, vocabulary, and structures appropriate to the purpose of their writing, students make themselves understood to an audience of readers with whom they will not have the opportunity to exchange further information and ideas.

Throughout their language production in the presentational and interpersonal modes, students increasingly employ linguistically accurate Chinese. They also continue to develop sociocultural and pragmatic competences, strengthening their abilities to communicate effectively and appropriately in a variety of social, cultural, or pragmatic contexts.

 

Assessment评量标准

Throughout the AP Chinese course, assessments are frequent, varied, and explicitly linked to the content and skills that comprise the learning goals of each unit of study. Teachers use the AP Chinese Language and Culture Exam as a model, assessing both cultural knowledge and language skills within the context of complex tasks. They identify formative and summative assessment tasks at the beginning of each unit of study, scaffolding the learning activities throughout the unit as a means of enabling students to achieve success on each successive assessment. Before they begin each assessment task, teachers share with their students the criteria against which students’ work will be judged, which generally takes the form of rubrics.

In addition to the formative assessments completed within each unit of study, timed assessments typical of the AP Exam can be employed within each unit’s context as well. Sample reading assessments include timed reading tests with selected-response questions that assess students’ abilities to understand the main points of lengthy texts adapted from authentic sources.

 

Standards for Chinese Language Learning

全美中小学中文教学目标与评量标准
From The Chinese Language Association of Secondary-Elementary Schools (CLASS) 全美中小学教师协会

 

Goal 1 Communication    语言交流
Communicate in Chinese

 

Standard 1. 1 Interpersonal Communication语言沟通
Students engage in conversations
provide and obtain informationexpress feelings and emotionsand exchange Opinions.
学生以交谈方式,询问或提供讯息、交换意见、表达感情

 

Standard 1.2 Interpretive Communication理解诠释
Students understand and interpret written
in characters andor phonetic transcriptionand Spoken language on a variety of topics.  学生明白和领会不同题材的书写(文字或拼音)与口语的表述

 

Standard 1.3 Presentational Communication表达演示
Students present information
conceptsand ideas to an audience of listeners or readers on a variety of topics.
学生能将不同主题的信息、想法及理念,充分表达给听众或读者
 

Goal 2 Cultures    文化认知
Gain Knowledge and Understanding of the cultures of  the Chinese-Speaking World

 

Standard 2.1 Practices of Culture习俗了解
Students demonstrate an understanding of social patterns and the practice of conventions
and interact appropriately in Chinese Culture Setting. 学生能表达对华人社会习俗的了解与认识,并且在环境中能应对得体.

 

Standard 2.2 Products of Culture文化传承
Students demonstrate knowledge and understanding of significant of components of the Chinese culture
such as traditionsarthistoryliteraturemusic. 学生能表达对中国文化,诸如习俗、艺术、历史、文学、音乐等的知识和了解.

 

Goal 3 Connections  融会贯通
Connect with Other Disciplines and Acquire Information

 

Standard 3.1 Making Connection触类旁通
Students reinforce and further their knowledge of other disciplines thru the study of Chinese.

由于学习中文,而加强或扩展其它学科的知识领域.

 

Standard 3.2 Acquiring New Information增广见闻
Students acquire information and recognize the distinctive viewpoints that are only available through the Chinese language and culture.
学生能得到唯有学中文才能获得的特殊观点与体认.

 

Goal 4 Comparisons 多元比较
Develop Insight into the Nature of Language and Culture

 

Standard 4.1 Language Comparisons语言对比
Students demonstrate understanding of the nature of language through comparisons of the Chinese language and their own.

学生比较中文与其母语,而促进对语言本质的了解

 

Standard 4.2 Culture Comparison文化对比
Students demonstrate understanding of the concept of culture through comparisons of Chinese culture and their own.

学生比较中国文化与其本国文化,而达成对文化本质的了解

 

Goal 5 Communities  社区实用

Participate in Multilingual Communities at Home and Around the World

 

Standard 5.1 Language Beyond School学以致用
Students use the Chinese language both within and beyond the school setting.

学生可以在校内或校外运用中文

 

Standard 5.2 Life-1ong Learning学无止境
Students show evidence of becoming life-long learners by using  Chinese  for personal enjoyment and enrichment.

学生将中华语言文化溶入日常生活,充实生活增进乐趣.

 

From Wikipedia, the free encyclopedia

Advanced Placement Chinese Language and Culture (commonly known as AP Chinese Language and Culture or AP Chinese) is a course offered by the College Board as a part of the Advanced Placement Program. Designed to be comparable to a fourth semester or equivalent college/university courses in Mandarin Chinese, these college courses deepen the students’ immersion into the language and culture of the Chinese-speaking world. Coursework within this course reflects the proficiencies exhibited throughout the Intermediate range as described in the American Council on the Teaching of Foreign Languages (ACTFL) Proficiency Guidelines.

 

The AP course prepares students to demonstrate their level of Chinese proficiency across the three communicative modes (interpersonal, interpretive, and presentational) and the five goal areas (communication, cultures, connections, comparisons, and communities) as outlined in the Standards for Foreign Language Learning in the 21st Century. Its aim is to provide students with ongoing and varied opportunities to further develop their proficiencies across the full range of language skills within a cultural frame of reference reflective of the richness of Chinese language and culture. Since the course interweaves language and culture learning, this exploration occurs mostly in Chinese.

中文及中华文化AP简称AP中文AP中文课程是美国高中学生一门外语选修课程课程设计为两年通过考试的考生可以获得大学学分或能选修中文高级课程或两者兼得。换言之,通过AP考试,成绩合格者,进入大学后可从第五个学期的中文课选读。 90%左右的美国, 加拿大大学, 以及20个左右其它国家的大学都承认它的学分. AP中文相当于美国大学四个学期 (约250小时) 第二外语的程度.内容包括:中文听、说、读、写及中国文化,语言:普通话 (国语). 字体:简体、繁体并列.  AP中文学生了解中华文化,教学和考试重点是全方位地训练学生中文的听、说、读、写能力,懂得中华文化。听(Listening 25%,读(reading25%,写(Writing25%,说(Speaking 25%. 考试时间大约3小时.

 

Developing students’ awareness and appreciation of the elements of Chinese culture is a pervasive theme throughout the AP Chinese course. The course engages students in an exploration of both contemporary and historical Chinese culture. Students learn about various aspects of contemporary Chinese society, including geography and population, ethnic and regional diversity, travel and transportation, climate and weather, holidays and food, sports and games, and current affairs. They also explore the realm of Chinese societal relationships, examining how individuals interact with family members, elders, and peers, and integrate this knowledge into their interpersonal communications.

The course helps students broaden their world view by comparing Chinese cultural products, practices, and perspectives with those of their own society. With this background, students can ideally move beyond a basic knowledge of the products and practices of Chinese culture to an understanding of how these products and practices reflect a Chinese way of viewing the world. Throughout the course, students hone their language skills across the three communicative modes: interpretive, interpersonal, and presentational. In so doing, they develop necessary knowledge of the Chinese language, including pronunciation, vocabulary, idiomatic expressions, grammatical structures, and written characters.

 

SATII Chinese with Listening test the test measures student’s ability to understand spoken (Mandarin) and written Chinese. The test contains 85 multiple-choice questions (a 20-minute listening section and a 40-minute reading section). It is designed for high-school students that have learned Chinese for 2-4 years. Theoretically, it should be simple to those who have a Chinese background and are fluent in Chinese. SAT II 中文是美国大学理事会(College Board)为美国高中生设立的全国性专科标准测试。考生的成绩是美国大学录取新生的重要依据。1994年起,大学理事会把中文正式列入其中,为学习中文的学生增加一项得分的科目。SAT II 中文考试跟任何教材都没有直接的关系,考题以汉语拼音、简体字和注音符号、繁体字并列列出。考题的设计十分注重实际使用语言的能力,如各种表格、广告、信件、日记、便条、通知等。整个考试时间为一小时,包括听力、语法和阅读,时间分别为二十分钟,共85道题。中文在美国的教育体系中属于一种外语课程,试题的设计是以完全没有中文背景,只是在学校修过二至四年中文的的高中生为对象。因此,华裔高中生俱有获高分的优势。

每年SATII中文的正式考试日期为11月的第一星期六,通过网上报名非常方便,网址是:http://www.collegeboard.com.

SAT II Subject Tests, one-hour, mostly multiple-choice tests, measure how much students know about a particular academic subject and how well they can apply that knowledge. Most colleges require that student’ take particular subject tests as approved by them; usually this includes the writing test and/or one of the math tests. Some schools however, do offer some choice in the matter, especially if they want students’ to take a total of three subject tests. Before students’ register for any test, it is recommended to check with the colleges in which they are interested to pursue education, to determine exactly which test(s) they require

 

 

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