|
Contents
Standards for Chinese Education in USA AP Chinese by College
Board
SATII Chinese with Listening by College
Board Chinese Proficiency Test by Beijing Language and Culture University |
|
Content and Skills 目标大纲 Interpretative Mode 理解诠释 Students interpret
a broad range of written and oral texts. They develop reading proficiencies
to identify and summarize main points and important details, and make
appropriate inferences and predictions through exposure to highly
contextualized written materials like advertisements, signs, and posters.
They then progress through careful readings of more densely written texts
excerpted or adapted from newspapers, magazine articles, contemporary
literature, letters, and essays. Similarly, students develop their aural
proficiencies through exposure to contextualized language excerpted or
adapted from a wide variety of oral texts, ranging from the formal language
heard in news broadcasts and announcements made in public places to
colloquial language found in movies and television dramas. Interpersonal Mode 语言沟通 The
interpersonal mode involves spontaneous two-way interaction, such as
conversing face-to-face or exchanging written correspondence. Teachers
conduct class primarily in Chinese to facilitate students’ development of
communicative strategies for initiating and sustaining conversation. Students
are provided with significant opportunities to engage in class activities in
which an active negotiation of meaning is required. Students also develop
capacities to respond in culturally appropriate ways to questions on familiar
topics, to understand conversations among native Chinese speakers, and to
comprehend and compose e-mail or personal letters as part of back-and-forth
communication with other Chinese speakers. Presentational Mode 表达演示 Students
develop speaking proficiencies to be able to create a level-appropriate
speech or report, produce a newscast or video, and narrate personal
experiences and current events in a coherent fashion with comprehensible
pronunciation and intonation. They also develop the ability to write and
speak in a variety of settings, types of discourse, styles, and registers.
Students express themselves in writing on topics they have researched. They
use a variety of written discourse styles, including descriptive, narrative,
expository, and persuasive. Employing the organization, vocabulary, and
structures appropriate to the purpose of their writing, students make
themselves understood to an audience of readers with whom they will not have
the opportunity to exchange further information and ideas. Throughout
their language production in the presentational and interpersonal modes,
students increasingly employ linguistically accurate Chinese. They also
continue to develop sociocultural and pragmatic competences, strengthening
their abilities to communicate effectively and appropriately in a variety of
social, cultural, or pragmatic contexts. Assessment评量标准
Throughout the
AP Chinese course, assessments are frequent, varied, and
explicitly linked to the content and skills that comprise the learning goals
of each unit of study. Teachers use the AP Chinese Language and Culture Exam
as a model, assessing both cultural knowledge and language skills within the
context of complex tasks. They identify formative and summative assessment
tasks at the beginning of each unit of study, scaffolding the learning
activities throughout the unit as a means of enabling students to achieve
success on each successive assessment. Before they begin each assessment
task, teachers share with their students the criteria against which students’
work will be judged, which generally takes the form of rubrics. In addition to the
formative assessments completed within each unit of study, timed assessments
typical of the AP Exam can be employed within each unit’s context as well.
Sample reading assessments include timed reading tests with selected-response
questions that assess students’ abilities to understand the main points of
lengthy texts adapted from authentic sources. |
|
Standards for Chinese Language
Learning 全美中小学中文教学目标与评量标准 Goal 1 Communication 语言交流 Standard 1. 1 Interpersonal Communication语言沟通 Standard 1.2 Interpretive Communication理解诠释 Standard 1.3 Presentational Communication表达演示 Goal 2
Cultures 文化认知 Standard 2.1 Practices of Culture习俗了解 Standard 2.2 Products of Culture文化传承 Goal 3
Connections 融会贯通 Standard 3.1 Making Connection触类旁通 由于学习中文，而加强或扩展其它学科的知识领域. Standard 3.2 Acquiring New Information增广见闻 Goal 4
Comparisons 多元比较 Standard 4.1 Language Comparisons语言对比 学生比较中文与其母语，而促进对语言本质的了解 Standard 4.2 Culture Comparison文化对比 学生比较中国文化与其本国文化，而达成对文化本质的了解 Goal 5 Communities 社区实用 Participate
in Multilingual Communities at Home and Around the World Standard 5.1 Language Beyond School学以致用 学生可以在校内或校外运用中文 Standard 5.2
Life-1ong Learning学无止境 学生将中华语言文化溶入日常生活，充实生活增进乐趣. |
|
From
Wikipedia, the free encyclopedia Advanced Placement Chinese Language and Culture (commonly known as AP Chinese
Language and Culture or AP Chinese) is a course offered by the College
Board as a part of the Advanced Placement Program. Designed
to be comparable to a fourth semester or equivalent college/university
courses in Mandarin Chinese, these college courses deepen
the students’
immersion into the language and culture of the Chinese-speaking world. Coursework within
this course reflects the proficiencies exhibited throughout the Intermediate
range as described in the American Council on the Teaching of
Foreign Languages (ACTFL) Proficiency Guidelines. The AP course
prepares students to demonstrate their level of Chinese proficiency across
the three communicative modes (interpersonal, interpretive, and
presentational) and the five goal areas (communication, cultures,
connections, comparisons, and communities) as outlined in the Standards for Foreign
Language Learning in the 21st Century. Its aim is to provide students
with ongoing and varied opportunities to further develop their proficiencies
across the full range of language skills within a cultural frame of reference
reflective of the richness of Chinese language and culture. Since the course
interweaves language and culture learning, this exploration occurs mostly in
Chinese. 中文及中华文化AP，简称AP中文，AP中文课程是美国高中学生一门外语选修课程，课程设计为两年，通过考试的考生可以获得大学学分，或能选修中文高级课程，或两者兼得。换言之，通过AP考试，成绩合格者，进入大学后可从第五个学期的中文课选读。 90%左右的美国, 加拿大大学, 以及20个左右其它国家的大学都承认它的学分.
AP中文相当于美国大学四个学期 (约250小时)
第二外语的程度.内容包括:中文听、说、读、写及中国文化,语言：普通话 (国语). 字体：简体、繁体并列. AP中文让学生了解中华文化，教学和考试重点是全方位地训练学生中文的听、说、读、写能力，懂得中华文化。听（Listening） 25%，读（reading）25%，写（Writing）25%，说（Speaking） 25%. 考试时间大约3小时. Developing
students’ awareness and appreciation of the elements of Chinese culture is a pervasive
theme throughout the AP Chinese course. The course engages students in an
exploration of both contemporary and historical Chinese culture. Students
learn about various aspects of contemporary Chinese society, including geography
and population,
ethnic
and regional diversity, travel and transportation,
climate and
weather, holidays and food, sports and games, and current affairs. They also
explore the realm of Chinese societal relationships, examining how
individuals interact with family members, elders, and peers, and integrate
this knowledge into their interpersonal communications. The course
helps students broaden their world view by comparing Chinese cultural
products, practices, and perspectives with those of their own society. With
this background, students can ideally move beyond a basic knowledge of the
products and practices of Chinese culture to an understanding of how these
products and practices reflect a Chinese way of viewing the world. Throughout
the course, students hone their language skills across the three
communicative modes: interpretive, interpersonal, and presentational. In so
doing, they develop necessary knowledge of the Chinese language, including
pronunciation, vocabulary, idiomatic expressions, grammatical structures, and
written characters. |
|
SATII Chinese with Listening test – the test measures student’s ability to understand spoken (Mandarin) and written Chinese. The test contains 85 multiple-choice questions (a 20-minute listening section and a 40-minute reading section). It is designed for high-school students that have learned Chinese for 2-4 years. Theoretically, it should be simple to those who have a Chinese background and are fluent in Chinese. SAT II 中文是美国大学理事会(College Board)为美国高中生设立的全国性专科标准测试。考生的成绩是美国大学录取新生的重要依据。1994年起，大学理事会把中文正式列入其中，为学习中文的学生增加一项得分的科目。SAT II 中文考试跟任何教材都没有直接的关系，考题以汉语拼音、简体字和注音符号、繁体字并列列出。考题的设计十分注重实际使用语言的能力，如各种表格、广告、信件、日记、便条、通知等。整个考试时间为一小时，包括听力、语法和阅读，时间分别为二十分钟，共85道题。中文在美国的教育体系中属于一种外语课程，试题的设计是以完全没有中文背景，只是在学校修过二至四年中文的的高中生为对象。因此，华裔高中生俱有获高分的优势。 每年SATII中文的正式考试日期为11月的第一星期六，通过网上报名非常方便，网址是：http://www.collegeboard.com. SAT
II – Subject
Tests, one-hour, mostly multiple-choice tests, measure how much students
know about a particular academic subject and how well they can apply that
knowledge. Most colleges
require that student’ take particular subject tests as approved by them;
usually this includes the writing test and/or one of the math tests. Some
schools however, do offer some choice in the matter, especially if they want
students’ to take a total of three subject tests. Before students’ register
for any test, it is recommended to check with the colleges in which they are
interested to pursue education, to determine exactly which test(s) they
require |
|
|