關於≪國際中文教育中文水平等級標準≫中＜語法等級大綱＞的思考 - 基於七項評定參數
A Study on the ‘Syllabus of the Graded Grammar’ in 『Chinese Proficiency Grading Standards for International Chinese Language Education』- Based on the seven evaluation parameters
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In March 2021, the Ministry of Education of China proclaimed ≪Chinese Proficiency Grading Standards for International Chinese Language Education≫. This standard is the first Chinese language education system officially promulgated by Chinese administrative agencies for foreigners, and it includes an appendix about the ‘Syllabus of the Graded Grammar.’ There are two perspectives of research on the ‘Syllabus of the Graded Grammar.’ The first is a study on the ‘Syllabus of the Graded Grammar’ to examine whether the grammar grade is adequately designed. The second one is to analyze the ‘Syllabus of the Graded Grammar’ from the point of view of learners whose mother tongue is Korean. In other words, since the ‘Syllabus of the Graded Grammar’ was analyzed from the perspective of the L1 Chinese, it should be re-analyzed from the point of view of the learner’s mother tongue. This study belongs to the first one. In this study, the evaluation of the ‘Syllabus of the Graded Grammar’ is based on seven rating parameters. According to our analysis, the ‘Syllabus of the Graded Grammar’ design still has many problems in all seven rating parameters, so the ‘Syllabus of the Graded Grammar’ needs to be continuously modified and supplemented.
Abstract
In March 2021, the Ministry of Education of China proclaimed ≪Chinese Proficiency Grading Standards for International Chinese Language Education≫. This standard is the first Chinese language education system officially promulgated by Chinese administrative agencies for foreigners, and it includes an appendix about the ‘Syllabus of the Graded Grammar.’ There are two perspectives of research on the ‘Syllabus of the Graded Grammar.’ The first is a study on the ‘Syllabus of the Graded Grammar’ to examine whether the grammar grade is adequately designed. The second one is to analyze the ‘Syllabus of the Graded Grammar’ from the point of view of learners whose mother tongue is Korean. In other words, since the ‘Syllabus of the Graded Grammar’ was analyzed from the perspective of the L1 Chinese, it should be re-analyzed from the point of view of the learner’s mother tongue. This study belongs to the first one. In this study, the evaluation of the ‘Syllabus of the Graded Grammar’ is based on seven rating parameters. According to our analysis, the ‘Syllabus of the Graded Grammar’ design still has many problems in all seven rating parameters, so the ‘Syllabus of the Graded Grammar’ needs to be continuously modified and supplemented.
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