CET的重新定位研究  

Reorientation and Study of CET in China

作　　者：蔡基刚[1] 

机构地区：[1]复旦大学外文学院

出　　处：《外语电化教学》2011年第3期3-10,共8页Technology Enhanced Foreign Language Education

基　　金：国家社科基金项目(项目编号:09BYY027);上海市教委科研创新项目(项目编号:09ZB15)阶段性成果

摘　　要：大学英语四、六级考试在我国已经实行了23年。四、六级考试定位教学考试在当时大学英语教学不被重视、大学生英语水平普遍较低的情况下，确实促进了大学英语教学的发展，促进了大学生英语水平的普遍提高。但是随着新生水平的不断提高，四、六级考试已严重地阻碍了大学英语向学生提出更高的英语能力要求，阻碍了基础英语向学术英语或专门用途英语转移的进程。更严重的是，四、六级考试定位教学考试不仅不能检测《教学大纲》落实的情况，还助长了严重的应试教学。因此，必须对四、六级考试进行重新定位，和大学英语教学适时脱钩，将其改造为一个针对大学生的社会水平考试。CET, as a nationwide achievement test since 1987, contributed greatly to the development of college English teaching and the improvement of the English proficiency of college students. With the general rise in freshmen＇s English ability in recent years, however, CET has been an obstacle to the higher requirement of college English teaching in terms of listening, speaking, reading and writing, and to the shift of its teaching focus from General English to ESP. It not only fails to fulfill its goal of measuring a candidate＇s abilities by the standards specified in the College English Teaching Syllabus but also leads to the rampant trend in teaching English for test on campuses. Hence, it is necessary for CET to change its achievement test into proficiency test.

关 键 词：CET 重新定位 

分 类 号：H319[语言文字—英语]