构建我国中小学外语阅读能力的结构框架体系  

Constructing a Framework of Foreign Language Reading Ability for Chinese School Learners

作　　者：郭宝仙[1] 章兼中[1] 

机构地区：[1]华东师范大学课程与教学系,上海200062

出　　处：《课程．教材．教法》2016年第4期23-29,共7页Curriculum，Teaching Material and Method

基　　金：全国教育科学"十二五"规划2013年度教育部重点课题"我国中小学生外语能力量表研究:基于国际比较的视角"(DHA130261)

摘　　要：构建我国中小学外语阅读能力结构框架体系具有积极意义。从多维视角梳理了外语阅读能力的概念与内涵,介绍了国内外已有外语阅读能力结构框架体系,分析了其用于指导我国中小学外语阅读教学的价值与不足。在此基础上,论述了我国特定的社会文化情境下中小学外语阅读的特点,构建了两维度、三因素、六层次的阅读能力结构框架体系,并论证了该框架体系的特点与优势。The constructing of reading ability for Chinese school foreign language learners is of great importance. After discussing the construct of foreign language reading ability from five broad perspectives and reviewing the constructs of foreign language reading ability in foreign/second language learning standards from these perspectives, this paper analyses features of foreign language reading in Chinese social and cultural situation and proposes a framework of foreign language reading ability for Chinese learners in basic education, which includes two dimensions, three factors and six levels. The characteristics and advantages of the framework are discussed.

关 键 词：中小学 外语阅读能力结构框架体系 构建 

分 类 号：G633.41[文化科学—教育学]