全美中小学中文教师资格标准大纲.docx

《全美中小学中文教师资格标准大纲》 STANDARD 1: Language Proficiency Standard 1: Teachers demonstrate a high level of competency as model users of the Chinese language. They function effectively in the interpersonal, interpretive, and presentational modes of communication within culturally appropriate contexts. 标准 1：语言技能 标准 1：教师拥有高水平的中文语言技能，能将听、说、读、写四种技能融会，并有效地运用在语言沟通、理解诠释和表达演示三个沟通的模式内。 STANDARD 2: Linguistic Competency Standard 2: Teachers demonstrate a broad knowledge and understanding of Chinese linguistics and the salient features of Chinese grammar. They understand the importance of teaching grammar and language usage within age and culturally appropriate contexts. 标准 2：语言学知识 标准 2：教师对中国文字和语言学拥有广博的知识，并了解中文语法的特征，明白语法教学和语言应用需要在适合学生年龄与文化的情境中进行的重要性。 STANDARD 3: Cultural Knowledge Standard 3: Teachers possess broad and deep knowledge of the diverse cultures in the Chinese-speaking world. They understand that the continuous and systematic integration of Chinese culture is essential to the teaching and learning of Chinese language. 标准 3：文化知识 标准 3：教师对中国多元文化拥有广博和深入的知识，明白在语言教学中必须持续并有系统性地将文化知识融合其中。 STANDARD 4: Second Language Acquisition Standard 4: Teachers understand and know how to adapt current learning and second language acquisition research, methodologies, materials and technologies to help all Chinese language learners reach their full second language potential. 标准 4：第二语言习得 标准 4：教师能够有效地应用第二语言习得理论和研究于教学法、 教学实践与教学策略上，启发学生学习第二语言的潜能。 STANDARD 5: Child Growth and Development Standard 5: Teachers understand how children and adolescents learn and develop, and seek to provide language learning experiences that are developmentally appropriate and challenging for the age and grade level of their students. 标准 5：儿童的成长和发展 标准 5：教师了解儿童与少年的学习和发育情况，并能够配合学生心智发展、提供合乎年龄阶段的学习机会。 STANDARD 6: Diverse Learners Standard 6: Teachers recognize and help students to succeed within the context of differences and similarities in approaches to language learning. They design differentiated instruction that address