课程标准与语言能力量表一致性分析  

The Alignment between Curriculum Standards and Language Proficiency Standards

作　　者：金艳[1] 邹帅 JIN Yan;ZOU Shuai(School of Foreign Languages,Shanghai Jiaotong University Shanghai 200240,P.R.China)

机构地区：[1]上海交通大学外国语学院,上海市200240

出　　处：《现代外语》2022年第4期552-564,共13页Modern Foreign Languages

基　　金：国家社科基金项目“英语口语评价改革及其对口语教学的影响研究”(19BYY234)的研究成果。

摘　　要：本研究探索课程标准与语言能力量表一致性分析的理论和方法。研究采用课程实施调查法(Porter et al. 2009),请专家从内容主题和认知要求两个维度对《普通高中英语课程标准》和《中国英语能力等级量表》的249条口语描述语进行编码。编码结果为两项标准的口语能力构念一致性和等级衔接提供了效度证据。本研究为本土化的外语课程一致性分析提供了范例,也为基于标准的外语教育改革提供了参考。This study explores the theory and practice of aligning curriculum standards with language proficiency standards. Two hundred and forty-nine descriptors for content area and cognitive demands in Senior High School English Curriculum and China’s Standards of English Language Ability were coded by experts using the Surveys of Enacted Curriculum(Porter et al. 2009). An analysis of the coded data provided validity evidence for construct alignment and level correspondence of the two standards. The study provides a showcase for localized curriculum alignment studies and may also promote standards-based foreign language education reform.

关 键 词：《中国英语能力等级量表》 《普通高中英语课程标准》 一致性分析 课程实施调查 

分 类 号：H310.42[语言文字—英语]