考察中文课程的中学-中学后衔接:对美国大学录取程序的调查

IF 1.5 1区 文学 Q2 EDUCATION & EDUCATIONAL RESEARCH Foreign Language Annals Pub Date : 2023-08-03 DOI:10.1111/flan.12709
Ran Zhao, Matthew D. Coss, Henry Ruan, Bailu Li, Jing Ma
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引用次数: 0

摘要

这项研究报告了一项全国性的调查结果,该调查涉及大学汉语课程中学生入学评估的类型和用途。除了概述从35个大学中文课程中获得的大学录取程序外,该调查还探讨了不同学院和大学不同录取程序背后的原因、常用的标准化考试范围以及相关政策和看法,以及125名中学教员和74名中学后教员对这种做法的有效性的认识。我们的分析确定了阻碍高中生顺利过渡到大学的做法,以及促进过渡并在中学后汉语课程中实现最佳安置的做法。基于对趋同和分歧的实践和观点的分析,我们建议了一系列原则和策略,以更有效地在美国进行中学后汉语课程的衔接。
本文章由计算机程序翻译,如有差异,请以英文原文为准。

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Examining secondary–postsecondary articulation of Chinese language programs: A survey of US college placement procedures

This study reports the results of a national survey of the types and uses of assessments for matriculating secondary students into college Chinese language programs. In addition to providing an overview of college placement procedures obtained from 35 college Chinese programs, the survey also probed into the rationales behind the varied placement procedures across different colleges and universities, the range of commonly used standardized tests and related policies and perceptions, and the perceived effectiveness of such practices by 125 secondary and 74 postsecondary instructors. Our analysis identifies both practices that hinder high school students' smooth transition to college and practices that facilitate the transition and achieve optimal placement in postsecondary Chinese programs. Based on analyses of convergent and divergent practices and perspectives, we recommend a series of principles and strategies for more effective secondary-postsecondary articulation of Chinese language programs in the United States.

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来源期刊
CiteScore
5.40
自引率
3.70%
发文量
65
期刊介绍: Dedicated to the advancement of language teaching and learning, Foreign Language Annals (FLA) seeks to serve the professional interests of classroom instructors, researchers, and administrators concerned with the learning and teaching of languages at all levels of instruction. The journal welcomes submissions of the highest quality that report empirical or theoretical research on language learning or teaching, that describe innovative and successful practice and methods, and/or that are relevant to the concerns and issues of the profession. FLA focuses primarily on language education for languages other than English.
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