《欧洲语言共同参考框架》下的中小学外语教育改革——以英国、芬兰、西班牙为例  

The Implementation of CEFR for Foreign Language Education Reform in European Primary and Secondary Schools——UK,Finland and Spain as Cases

作　　者：王萌萌[1] WANG Mengmeng(Spanish and Portuguese Department,Beijing Foreign Studies University,Beijing 100089,China)

机构地区：[1]北京外国语大学西葡语学院,北京100089

出　　处：《外国教育研究》2021年第6期80-92,共13页Studies in Foreign Education

基　　金：全国教育科学“十三五”规划国家重大项目“新时代中国教育高质量发展的路径和对策研究”(项目编号:VFA190004);北京市教育科学规划项目“基于认知诊断的大规模外语水平测试改型研究”(项目编号:CHDB2020173)。

摘　　要：为积极适应《欧洲语言共同参考框架》倡导的"能力本位、行动导向"的外语教育理念,英国、芬兰和西班牙三个欧洲国家开展了基础阶段的教育改革。基于参考框架,对三国外语教育改革的能力目标、行为水平等级、教学实践三方面的特点和设计原因进行探索发现:借鉴参考框架是欧洲国家适应全球化发展和教育问责的优先选择。三国的能力目标基于参考框架,基本反映了"综合能力"和"交际语言能力"理念,还拓展了其他能力维度。行为水平等级以不同方式与参考框架对接。从目标出发,衍生出内容、教法或测评等课程内部要素,分别结合本国情况进行了简略或精细的设计,与参考框架一样,保证了一定的操作弹性。UK,Finland and Spain have actively integrated in the development of"competence-based and action-oriented"education addressed by CEFR,and foreign language reforms in primary and secondary schools have brought up.In the CEFR framework,this study explores the characteristics and reasons of aims,performance scale and pedagogical practices.The author argues that,based on the concept of CEFR,the aims not only reflect"general competence"and"communicative language competence",but also take views of other foundation components,extending the breadth and depth of the objectives.The performance scales connect with CEFR in different forms.Moving from these goals,the policies deal with other internal elements,such as content,methodology or assessments.Some of them are locally adapted and carefully mapped out,while ensuring a certain degree of operational flexibility.

关 键 词：欧洲 中小学 外语教育改革 《欧洲语言共同参考框架》 

分 类 号：G7[文化科学—教育学]