语言能力描述与华文教学及评估的接口——以《新加坡小学一年级华文口语能力诊断量表》为例  

The Interface between Language Proficiency Descriptors and Chinese Language Learning Assessment: Taking Singapore Primary 1 Chinese Oral Proficiency Diagnostic Rubrics as an Example

作　　者：范静哗 

机构地区：[1]新加坡华文教研中心,新加坡279623

出　　处：《华文教学与研究》2015年第1期47-56,共10页TCSOL Studies

摘　　要：在语言评估范式正从"对教学的评估"转换成"为教学的评估"的过程中,评估与教学对接的研究就尤为重要。在当今以能力为导向的教学理念下,评估与教学的接口主要是语言能力描述。在分析《欧洲语言共同参考框架》为代表的语言能力描述之后提出,为了使得语言能力描述更具有教学指导意义,语言能力描述应与语言能力诊断相结合,构建一种符合针对性和个体化教学理念的诊断性语言能力描述。在介绍《新加坡小学一年级华文口语能力诊断量表》研发理念的基础上,结合新加坡小学一年级的口语能力诊断与针对性教学实践,介绍了一套针对小学低年级口语能力发展的干预性教学策略,以此例证语言能力描述与华文教学及评估如何对接。The research into the interface between assessment and language learning is of special significance as the paradigm of assessment in language teaching is shifting from ＂the assessment of learning＂ to ＂the assessment for learning＂. In the current ability-oriented language teaching philosophy, language proficiency descriptors are believed to function as a practical bridge between assessment and language teaching-learning. After analyzing some sets of proficiency descriptors, ＂ The Common European Framework of Reference for Languages ＂（ CEFR） in particular, the paper claims that proficiency descriptors can be more instructive to language teaching practice when they are linked to diagnostic assessment to construct a set of diagnostic proficiency descriptors as diagnostic assessment may be more informative to targeted teaching that caters for the specific learning needs of individual students. The paper exemplifies the concept of diagnostic proficiency descriptors by introducing Singapore Primary 1 Chinese Oral Proficiency Diagnostic Rubrics, and it also introduces some strategies used in the targeted teaching of oral Chinese to Singapore lower primary students to demonstrate how language proficiency descriptors can be linked with the assessment for Chinese language teaching and learning.

关 键 词：能力描述 评估 诊断 量表 针对性教学 

分 类 号：H193.1[语言文字—汉语] H195