中美語言教育標(biāo)準(zhǔn)在國際中文教育中的融合與發(fā)展

The Integration and DevelopmentofChineseand AmericanLanguageEducation Standards in Global Chinese Language Teaching

1.Introduction

Asglobalization accelerates，language education is becoming an increasingly important bridge between cultures.Teaching Chinese internationally both helps to share Chinese culture，sparking meaningful crosscultural conversations，and also playsa key role in shaping how languagesare taught and learned around theworld.Chinaand theUS are theworld's two largest economies and major cultural powerhouses; the blending of their language teaching standards has huge potential for shaping the future of international Chinese language education.In 2021，China's Ministry of Education， through the Center for Language Education and

一、 引言

隨著全球化進(jìn)程的加速，語言教育作為文明互鑒的重要紐帶，其作用日益凸顯。國際中文教育既是弘揚(yáng)中華文化、增進(jìn)文明對(duì)話的重要載體，也是推動(dòng)全球語言教育發(fā)展的關(guān)鍵領(lǐng)域。中美兩國作為世界最大和第二大經(jīng)濟(jì)體，同時(shí)也是具有重要文化影響力的大國，其語言教育標(biāo)準(zhǔn)的融合對(duì)國際中文教育的發(fā)展意義重大。2021年，中國教育部中外語言交流合作中心發(fā)布了《國際中文教育中文水平等級(jí)標(biāo)準(zhǔn)》（以下簡稱《等級(jí)標(biāo)準(zhǔn)》），為國際中文教育的標(biāo)準(zhǔn)化和規(guī)范化提供了重要指導(dǎo)?！兜燃?jí)標(biāo)準(zhǔn)》不僅對(duì)中文學(xué)習(xí)者的語言能力提出了具體要求，還與中國漢語水平考試相銜接，在全球中文教育的科學(xué)化發(fā)展方面起到了示范和引領(lǐng)作用。

本文基于《等級(jí)標(biāo)準(zhǔn)》在美國外語教育體系中的適用性與實(shí)踐成效和實(shí)證研究成果，探討中美語言教育標(biāo)準(zhǔn)在國際中文教育領(lǐng)域的融合路徑，通過對(duì)比分析中美語言教育標(biāo)準(zhǔn)的異同，為國際中文教育的標(biāo)準(zhǔn)化和國際化建設(shè)提供理論參考，同時(shí)為后續(xù)語言教育標(biāo)準(zhǔn)融合的研究拓展視角。

Cooperation，rolled out the Chinese Proficiency Grading Standardsfor International Chinese Language Education （referred to as the ProficiencyStandards）. This represented a major step in guiding thestandardization andprofessionalization of Chinese language teachingaround the world.The Proficiency

Standardsdefineclear expectations forlearners of Chineseat variouslevelsandarecloselylinked to theHanyu Shuiping Kaoshi （HSK），which is the international Chinese proficiency examination. This connection sets a strong example，paving the waytowardsthe more scientific and structured developmentofChineseeducationworldwide.

Thisarticledraws on real-world research into how the Proficiency Standards have been applied and performed within the US foreign language teaching system.By exploring waysinwhich Chineseand American language educational standards can be integrated in the fieldof international Chinese teaching， thisarticle compares the similaritiesanddifferences between the two approaches.The aim is to offer useful theoretical insights for rendering Chinese language education more standardized and globallyconnected whilst also opening new perspectives for future studies onmerginglanguage education standards.

二、相關(guān)研究狀況研究存在的問題

《等級(jí)標(biāo)準(zhǔn)》國際應(yīng)用的相關(guān)研究

《等級(jí)標(biāo)準(zhǔn)》自2021年發(fā)布以來，逐漸成為全球中文教育的重要參考框架，其國際應(yīng)用主要體現(xiàn)在與各國中文教學(xué)大綱的對(duì)接、教材編寫和教學(xué)評(píng)估等方面。王祖嫘（2024）通過對(duì)34國150份中文課程大綱的研究，發(fā)現(xiàn)《等級(jí)標(biāo)準(zhǔn)》與海外課程大綱在教學(xué)自標(biāo)、教學(xué)內(nèi)容和教學(xué)評(píng)價(jià)上存在耦合接口，并提出分級(jí)量化指標(biāo)與學(xué)段年級(jí)合理配置的建議。劉玉川和梁國杰（2024）以湯加《中文教學(xué)大綱》為例，探討《等級(jí)標(biāo)準(zhǔn)》與海外國別中文教學(xué)大綱的對(duì)接路徑，強(qiáng)調(diào)“引”與“融”兩個(gè)方面的重要性。此外，黃好好（2024）和李袆凡（2024）分別從語法和詞匯的角度，分析《等級(jí)標(biāo)準(zhǔn)》在教材編寫中的應(yīng)用，發(fā)現(xiàn)其在初級(jí)階段匹配度較高，但在高級(jí)階段存在一定不足，因此建議進(jìn)一步優(yōu)化教材設(shè)計(jì)。

首先，現(xiàn)有研究主要集中于標(biāo)準(zhǔn)內(nèi)容的橫向?qū)Ρ群蛻?yīng)用路徑的理論探討，而對(duì)兩套標(biāo)準(zhǔn)在實(shí)際教學(xué)場(chǎng)景中的實(shí)施效果缺乏系統(tǒng)的實(shí)證研究。

其次，對(duì)中美標(biāo)準(zhǔn)核心理念差異所導(dǎo)致的教學(xué)實(shí)踐沖突探討不足：《ACTFL大綱》以“能做陳述”為核心，強(qiáng)調(diào)真實(shí)語境中的交際能力培養(yǎng)，其2024版將文化能力更進(jìn)一步細(xì)化為可操作的評(píng)估指標(biāo)；而《等級(jí)標(biāo)準(zhǔn)》則注重語言知識(shí)的體系化建構(gòu)，通過三等九級(jí)的量化指標(biāo)實(shí)現(xiàn)教學(xué)標(biāo)準(zhǔn)化。

在未來的研究中，我們應(yīng)重點(diǎn)聚焦如何在實(shí)際教學(xué)中充分調(diào)和“能力導(dǎo)向”與“知識(shí)體系”之間的潛在張力。這不僅是一項(xiàng)挑戰(zhàn)，也是亟待深入探討的重要課題。我們須通過系統(tǒng)的理論分析和廣泛的實(shí)踐探索，尋求有效平衡兩者關(guān)系的方法與策略，從而實(shí)現(xiàn)兩套標(biāo)準(zhǔn)在教學(xué)實(shí)踐中的無縫對(duì)接與深度融合。

中美語言教育標(biāo)準(zhǔn)的比較研究

中美語言教育標(biāo)準(zhǔn)的比較研究主要聚焦《等級(jí)標(biāo)準(zhǔn)》與美國外語教學(xué)兩大核心框架——《世界語言學(xué)習(xí)標(biāo)準(zhǔn)》（World-Readiness Standards for LearningLanguages，以下簡稱《5C標(biāo)準(zhǔn)》）和《美國外語教學(xué)委員會(huì)語言水平大綱》（ACTFLProficiencyGuidelines，以下簡稱《ACTFL大綱》）的對(duì)比與對(duì)接研究。其中，《5C標(biāo)準(zhǔn)》作為美國外語教育的綱領(lǐng)性課程標(biāo)準(zhǔn)，由ACTFL主導(dǎo)制定，為外語教學(xué)提供宏觀指導(dǎo)；而《ACTFL大綱》則是具體的評(píng)估框架，廣泛應(yīng)用于課程設(shè)置、教學(xué)評(píng)估和教師培訓(xùn)等領(lǐng)域。2024版《ACTFL大綱》的主要更新包括：整合四大量表；細(xì)化技能描述語（強(qiáng)調(diào)“能做陳述”[Can-DoStatements]）；以“理解度”取代“準(zhǔn)確”作為新評(píng)估參數(shù)。

劉樂寧（2021）指出，美國的《5C標(biāo)準(zhǔn)》強(qiáng)調(diào)交際和語用，但缺少對(duì)配套的語言能力的規(guī)定，《等級(jí)標(biāo)準(zhǔn)》則彌補(bǔ)了這一不足，為各國根據(jù)不同國情制定自己的中文教學(xué)標(biāo)準(zhǔn)提供了有益參考。劉歡和梁霞（2023）從口語和聽力兩項(xiàng)技能的角度，分析了《等級(jí)標(biāo)準(zhǔn)》與2012版《ACTFL大綱》對(duì)接的必要性和可行性，認(rèn)為兩者的互補(bǔ)性可以為美國中文教學(xué)、測(cè)試和評(píng)估提供科學(xué)依據(jù)。張潔和梁霞（2024）對(duì)2024版《ACTFL大綱》進(jìn)行了深入解讀，指出其創(chuàng)新之處及其對(duì)中文教學(xué)的啟發(fā)意義，并探討了如何將新大綱與《等級(jí)標(biāo)準(zhǔn)》配合使用。

2.OverviewofCurrentResearch

Studieson the international application oftheProficiencyStandards

Since the release in 2021， the Proficiency Standards have gradually become a key reference framework for Chinese language education around the world. Their international application is most evident in areas such as alignment with national Chinese curriculum guidelines，the development of teaching resources，and the design of assessment methods.Wang（2024） analyzes 150 Chinese language curricula from 34 countries， finding that the Proficiency Standards align with overseas curriculain terms of teaching objectives，content，and assessment methods.Based on this，Wang recommends the use of tiered， quantifiable indicators and the making of thoughtful adjustments to match different school levels and grade stages. Liu and Liang （2024）， using Tonga's Chinese Language Curriculum as a case study， explore how the Proficiency Standards can be integrated with country-specific Chinese teaching frameworks; they emphasize the importance of both introduction and integration askey strategies in the process.Huang（2024） and Li（2024） investigate the application of the Proficiency Standards respectively from the angles of grammar and vocabulary in textbook development， concluding that the standards align quite well with beginner-level resources， however there are noticeable gaps at advanced level. They therefore recommend further refinement of textbookdesigntobettermeettheneedsofhigherlevel learners.

ComparativestudiesofChineseand American language education standards

Research comparing Chinese and American language education standards adopts a principal focus on the comparison and integration of China's Proficiency Standardswith two core frameworks in US foreign language education， i.e. the WorldReadiness Standards for Learning Languages （referred toasthe5CStandards） andtheAmerican Council on the Teaching of Foreign Languages （ACTFL） ProficiencyGuidelines （referred toastheACTFL Guidelines）.The5CStandards，asthefoundational curriculum framework for US foreign language education，were developed under the governance of ACTFL，and provide broad guidance for foreign language teaching. In contrast， the ACTFL Guidelines serveasadetailedassessmentframework，thatis widely used in areas such as curriculum design， teaching evaluation，and teachertraining.Themain updates of the 2024 version of the ACTFL Guidelines include：1） integration of the four major skill scales; 2）refinement of proficiency descriptions with an emphasis on Can-Do Statements;3） replacement of“accuracy”with“comprehensibility”as a new assessmentparameter.

Liu（2021） contends that，although the US 5C Standards emphasize communication and pragmatics， they lack specific guidelines for supporting language proficiency.However，theProficiencyStandards address this gap by providing valuable reference points for countries to develop their own Chinese language teaching standards based on their unique national conditions.Liu and Liang （2o23） analyze the necessity and feasibility of aligning the Proficiency Standardswiththe2012editionoftheACTFL Guidelines， focusing on speaking and listening skills. They argue that the complementary nature of both frameworks could provide a scientific basis for

Chinese language teaching， testing，and assessment in the US. Furthermore， Zhang and Liang （2024） conduct anin-depthinterpretationofthe2o24versionofthe ACTFL Guidelines，highlighting its innovations and the insights it offers for Chinese language teaching. They also investigate how to effectively integrate the new guidelineswith theProficiency Standards.

Problems incurrent research

Firstly， the majority of the existing research tends to focus on comparing the content of the two standards side-by-side，or discussing their theoretical application paths. However，in the matter ofinvestigatinghowthese two standardsactually work in real teaching situations， there is a clear lack of comprehensive，hands-on studies.

Secondly， there is insufficient discussion of the practical clashes caused by the different core principles behind the Chinese and American standards. Specifically， the ACTFL Guidelines center on Can Do Statements，aiming to boost students' real-world communication skills in authentic settings. Their 2024 update goes a step further by classifying cultural competence as specific and assessable skills. In contrast， China's Proficiency Standards have a stronger focus on building a structured knowledge system，using a three-level and nine-stage scale to standardize language teaching.

In future research， there is a need to focus on how to balance the potential tension between being skills-focused and knowledge-structured in real teaching situations. This is more than a challenge;it is an extremely important topic which deserves indepth consideration.A deep dive into both solid theoretical analysis and wide-ranging practical exploration is required to find smart ways of balancing the two approaches. This is how it would be possible to connect the two sets of standards genuinelyand seamlesslyin real classroompractice.

三、中美語言教育標(biāo)準(zhǔn)的實(shí)踐與融合

《等級(jí)標(biāo)準(zhǔn)》在北美地區(qū)的推廣及對(duì)教師的培訓(xùn)

在推動(dòng)中美語言教育標(biāo)準(zhǔn)的融合與實(shí)踐過程中，新

NECLTA第13屆年會(huì)參與者合影GroupphotoofparticipantsatNECLTA's13thannualconference英格蘭地區(qū)中文教師協(xié)會(huì)（NewEnglandChineseLanguage TeachersAssociation，以下簡稱NECLTA）與華美協(xié)進(jìn)社（ChinaInstituteinAmerica）發(fā)揮了積極作用。

NECLTA作為新英格蘭地區(qū)最具影響力的中文教育組織之一，通過組織教師培訓(xùn)、開展教學(xué)研究、推廣中文教育標(biāo)準(zhǔn)等活動(dòng)，致力于推動(dòng)中文教育的標(biāo)準(zhǔn)化和教學(xué)質(zhì)量的提升。

2024年10月5日，NECLTA成功舉辦第13屆年會(huì)，148位中美教育工作者參會(huì)。會(huì)議收到論文60余篇，內(nèi)容涉及閱讀教學(xué)、各年級(jí)段教學(xué)、跨文化交際等核心領(lǐng)域。年會(huì)上，教師們積極分享在教學(xué)實(shí)踐中應(yīng)用中美語言教育標(biāo)準(zhǔn)的經(jīng)驗(yàn)與思考，進(jìn)一步促進(jìn)教學(xué)理論與實(shí)踐融合。南京大學(xué)曹賢文老師和北京語言大學(xué)梁宇老師圍繞《國際中文教學(xué)通用課程大綱》教學(xué)評(píng)價(jià)研究，為基于中美語言教育標(biāo)準(zhǔn)的課程設(shè)計(jì)與教學(xué)資源開發(fā)提供了科學(xué)的理論指導(dǎo)與實(shí)踐策略，促進(jìn)了課程評(píng)價(jià)標(biāo)準(zhǔn)的相互融合。

華美協(xié)進(jìn)社，作為美國最早致力于中美語言文化交流的非營利組織之一，始終積極推動(dòng)《等級(jí)標(biāo)準(zhǔn)》在美國的實(shí)施與應(yīng)用。2024年10月6日，華美協(xié)進(jìn)社與NECLTA聯(lián)合舉辦了“《等級(jí)標(biāo)準(zhǔn)》指導(dǎo)下的教師教學(xué)能力提升專項(xiàng)培訓(xùn)工作坊”，吸引了美東地區(qū)36位中文教師參加。

培訓(xùn)期間，中央財(cái)經(jīng)大學(xué)李春玲老師系統(tǒng)闡釋了《等級(jí)標(biāo)準(zhǔn)》的研制背景、體系架構(gòu)及創(chuàng)新思路，重點(diǎn)解析了三等九級(jí)體系、四維基準(zhǔn)和五項(xiàng)技能要點(diǎn)，幫助教師們深入理解標(biāo)準(zhǔn)框架。通過介紹羅德島大學(xué)領(lǐng)航項(xiàng)目實(shí)例，李老師為教師們展示了基于《等級(jí)標(biāo)準(zhǔn)》開發(fā)教學(xué)資源的具體方法，推動(dòng)了中美教學(xué)標(biāo)準(zhǔn)與資源的對(duì)接融合。

南京大學(xué)曹賢文老師通過《等級(jí)標(biāo)準(zhǔn)》與《ACTFL大綱》、《歐洲語言教學(xué)與評(píng)估框架性共同標(biāo)準(zhǔn)》的對(duì)比，從評(píng)估維度、文化內(nèi)涵等層面分析了各標(biāo)準(zhǔn)的特色與共性，拓展了教師的國際視野。在教學(xué)設(shè)計(jì)環(huán)節(jié)，曹老師提出三種教學(xué)框架，并結(jié)合大語言模型應(yīng)用案例，指導(dǎo)教師靈活運(yùn)用標(biāo)準(zhǔn)設(shè)計(jì)課程，推動(dòng)《等級(jí)標(biāo)準(zhǔn)》在教學(xué)實(shí)踐中的落地。

本次培訓(xùn)加深了美東中文教師對(duì)《等級(jí)標(biāo)準(zhǔn)》的理解，提升了其對(duì)《等級(jí)標(biāo)準(zhǔn)》的應(yīng)用能力。通過中美標(biāo)準(zhǔn)對(duì)比分析與實(shí)踐探討，促進(jìn)了教師教學(xué)理念與方法的交流融合，為中美語言教育標(biāo)準(zhǔn)的深度對(duì)接提供了實(shí)踐范例。

《等級(jí)標(biāo)準(zhǔn)》的應(yīng)用探索

2024年12月12日，為推動(dòng)《等級(jí)標(biāo)準(zhǔn)》在實(shí)際教學(xué)中的創(chuàng)新應(yīng)用，NECLTA與華美協(xié)進(jìn)社聯(lián)合舉辦了“《等級(jí)標(biāo)準(zhǔn)》教學(xué)應(yīng)用獎(jiǎng)”優(yōu)秀作品展示工作坊。此次活動(dòng)吸引了75位中文教師參與，共征集到14個(gè)面向大、中、小學(xué)的教學(xué)設(shè)計(jì)方案，其中三位教師的創(chuàng)新實(shí)踐方案具有顯著示范價(jià)值：江山老師構(gòu)建了基于《等級(jí)標(biāo)準(zhǔn)》的漢字書寫能力梯度培養(yǎng)模型；高畔畔老師探索了《等級(jí)標(biāo)準(zhǔn)》在新聞?wù)Z篇教學(xué)與評(píng)估中的應(yīng)用；李韌老師運(yùn)用逆向課程設(shè)計(jì)框架創(chuàng)設(shè)了中國經(jīng)濟(jì)特區(qū)發(fā)展史探究式學(xué)習(xí)路徑。這些作品從教學(xué)自標(biāo)、設(shè)計(jì)理念到教學(xué)資源，全面展示了《等級(jí)標(biāo)準(zhǔn)》在聽、說、讀、寫等方面的具體應(yīng)用，為中文教師提供了寶貴的實(shí)踐參考。此次活動(dòng)不僅促進(jìn)了《等級(jí)標(biāo)準(zhǔn)》的落地實(shí)施，也為未來中美標(biāo)準(zhǔn)融合的教學(xué)創(chuàng)新提供了重要啟示和指導(dǎo)。

3.Putting Chinese and American Language Education Standards into Practice and Finding Common Ground

Promoting the Proficiency Standards in North Americaand training teachers

In the move towards blending and applying

Chinese and American language educational standards，organizations such as the New England Chinese Language Teachers Association （NECLTA） and the China Institute in America have played an activeand influential role.

As one of the most influential Chinese language education organizations in New England，NECLTA aims to render Chinese education more consistent， improving overall teaching quality by organizing teacher training，leading research on teaching methods，and promoting Chinese educational standards.

On 5th October 2024，NECLTA successfullyheld its l3th annual conference， bringing together 148 educators from Chinaand theUS.The conference received over 60 paper submissions，covering key areas such as reading instruction， teaching across different grade levels，and intercultural communication.At the conference，teachers actively shared their experiences and insights on the application of Chinese and American language educational standards in real classrooms，helping to further bridge theory and practice. Professor Cao Xianwen from Nanjing University and Professor Liang Yu from Beijing Language and Culture University presented research on teaching evaluation based on the International Chinese Language EducationCurriculumGuidelines.Theirwork provided solid theoretical support and practical strategies for course design and the development of teaching resourceswhich align with both Chinese and American standards， helping to blend evaluation systemsfrombothsides.

As one of the earliest non-profit organizations dedicated to ChineseAmerican language and cultural exchange in the US， theChina InstituteinAmerica has actively promoted theimplementation and application of the Proficiency StandardsintheUS.On6th October，2024，theChina Institute in America partnered with NECLTA to host a training workshop designed to enhance teacher teaching abilities according to the Chinese Proficiency Standards;theeventattracted36Chineseteachers fromtheEastCoastof theUS.

During the training event，Professor Li Chunling from the Central University of Finance and Economics gave a detailed explanation of the background， system structure，and innovative ideas behind the Proficiency Standards.She focused on the three-level， nine-stage system， the four-dimensional benchmarks，and the five key skills，helping teachers togainadeeperunderstandingof the framework. By introducing a case study from the University of Rhode Island's Leading Program，Professor Li demonstrated specific methods for the development of teaching resources based on the Chinese Proficiency Standards，helping to connect and integrate Chinese and American teaching standards and resources.

Professor Cao Xianwen from Nanjing University gave an engaging talk in which he compared the Proficiency StandardswiththeACTFLGuidelines andthe Common European FrameworkofReference forLanguages.He explored their similarities and unique features from perspectives such as assessment criteria and cultural dimensions，helping teachers to broaden their global outlook. In the matter of course design，ProfessorCao introducedthreedifferent teaching frameworks，sharingreal-world examples of how large language models can be used and giving teachers practical tips on the creative application of the standards when planning their lessons， thus ensuring that theProficiency Standardscan trulybe reflected in classroom practice.

This training helped Chinese language teachers 《等級(jí)標(biāo)準(zhǔn)》培訓(xùn)工作坊參與者合影 GroupphotoofparticipantsattheProficiencyStandardstrainingworkshop in the Eastern US to deepen their understanding of the Proficiency Standards，boosting their ability to apply them in real teaching. By comparing Chinese and American standards and exploring their practical applications， the sessions encouraged the useful exchange of teaching ideas and methods. It also provided a practical example of how Chinese and American language educational standards can combine in a meaningful way.

Exploring the application of the Proficiency Standards

On 12th December 2024，in order to encourage the innovative use of the Proficiency Standards in realworld teaching，NECLTA and the China Institute in America co-hosted an exhibition workshop featuring outstandingprojects from the“Proficiency Standards Teaching Application Award.\" This event attracted 75 Chinese language teachers and involved 14 teaching design projects aimed at elementary， secondary， and college-level learners.Among these， three teachers' innovative projects stood out as particularly strong models. Teacher Jiang Shan builta progressive model for the development of Chinese character writing skills based on the Proficiency Standards; teacher Gao Panpan explored how the Proficiency Standards could beapplied in teachingand theassessmentof news discourse; and teacher Li Ren used a reverse design framework to create an inquiry-based learning path focused on the history of China's Special Economic Zones. These projects highlighted the way in which the Proficiency Standards can be implemented across listening， speaking， reading， and writing， from learning objectives and instructional design to teaching resources，providing valuable practical guidance for Chinese language teachers. This event both advanced the real-world application of the Proficiency Standards and also offered important insights and guidance for future innovation in blending Chinese and American educational standards.

四、成效與反饋

調(diào)查顯示，參加上述“《等級(jí)標(biāo)準(zhǔn)》指導(dǎo)下的教師教學(xué)能力提升專項(xiàng)培訓(xùn)工作坊”的教師中，約 56% 為大學(xué)教師、 41% 為中小學(xué)教師：參加工作坊前，三分之二教師從未接觸過《等級(jí)標(biāo)準(zhǔn)》；參加工作坊后，約 93% 的教師表示對(duì)《等級(jí)標(biāo)準(zhǔn)》的理解顯著加深，未來能夠?qū)⑵渑c本土教學(xué)結(jié)合。分析表明，參訓(xùn)教師在教學(xué)理念、教學(xué)方法和評(píng)估體系上普遍受到啟發(fā)，能夠更精準(zhǔn)地制定教學(xué)計(jì)劃，滿足學(xué)生的個(gè)性化學(xué)習(xí)需求。有教師表示：“《等級(jí)標(biāo)準(zhǔn)》幫助我細(xì)化了聽、說、讀、寫等技能的教學(xué)目標(biāo)，提升了課堂教學(xué)的針對(duì)性和有效性。”此次活動(dòng)為教師提供了有效的教學(xué)實(shí)踐指導(dǎo)，推動(dòng)了《等級(jí)標(biāo)準(zhǔn)》的落地應(yīng)用。

此外，中美標(biāo)準(zhǔn)對(duì)比對(duì)接項(xiàng)目也有助于提高學(xué)生的學(xué)習(xí)效果。教師基于《等級(jí)標(biāo)準(zhǔn)》實(shí)施分級(jí)教學(xué)，為不同層次的學(xué)生定制契合其能力水平的學(xué)習(xí)內(nèi)容，并設(shè)置相應(yīng)難度的挑戰(zhàn)任務(wù)，能夠激發(fā)學(xué)生的學(xué)習(xí)興趣與積極性。例如，教師會(huì)利用《等級(jí)標(biāo)準(zhǔn)》設(shè)計(jì)真實(shí)的情境任務(wù)（如問路、購物等），提升學(xué)生的語言運(yùn)用能力；同時(shí)，結(jié)合美國《ACTFL大綱》中對(duì)文化理解的要求，融入文化元素，以增強(qiáng)學(xué)生的跨文化交際能力，拓寬其國際視野。實(shí)踐表明，這種個(gè)性化教學(xué)方式有效地提高了學(xué)生的語言水平和文化素養(yǎng)。

中美標(biāo)準(zhǔn)對(duì)比對(duì)接項(xiàng)目促進(jìn)了國際中文教育的發(fā)展，加深了中美在中文教育領(lǐng)域的交流與合作。通過工作坊、經(jīng)驗(yàn)分享等活動(dòng)，教師們相互學(xué)習(xí)、相互借鑒，共同提升教學(xué)水平。這種跨國跨文化合作模式，為中文教育的國際化發(fā)展開辟了新路徑。

4.OutcomeandFeedback

A survey shows that， among the participants of the special workshop on enhancing teaching competence under the guidance of the Proficiency Standards，some 56% were university lecturers and 41% were primary and secondary school teachers. Prior to attending the workshop，two-thirds of the teachers had never encountered the Proficiency Standards.Following the workshop， some 93% reported a significantly deeper understanding of the standards， expressing confidence in integrating them into their local teaching practices. Analysis indicates that the participating teachers were broadly inspired in terms of teaching philosophy， methods， andassessment systems;they felt better able to design precise teaching plans tailored to students' individual learning needs. One teacher commented as follows： “The Proficiency Standards helped me to refine my teaching objectives for listening， speaking， reading，and writing skills， thus improving the focus and effectiveness of my classroom instruction\"This workshop provided teachers with practical guidance for teaching， promoting the effective implementation oftheProficiency Standards in practice.

Further， the China-US standards alignment project has also contributed to the improvement of students’ learning outcomes. Guided by the Proficiency Standards，teachers implement tiered instruction by tailoring learning content to match students varying proficiency levels and by assigning appropriately challenging tasks. This approach helps tostimulatestudents'interestand motivationtolearn. Forexample，teachersusetheProficiencyStandards to design authentic situational tasks， such as asking for directions and shopping， to enhance students' practical language skills. Meanwhile， by incorporating cultural elementsaligned with theACTFL Guidelines' emphasis on cultural understanding， teachers help students to develop intercultural communicative competence and broaden their global perspectives. Practice has shown that this personalized teaching approach is effective in improving students' language proficiency and cultural literacy.

The China-US standards alignment project has promoted thedevelopmentofinternational Chinese language education， also extending exchanges and collaborationbetweenChinaand theUSinthisfield. Through workshops，experience sharing，and other activitiesteachershavelearnedfromoneanother， mutually enhancing their teaching competence. This model of cross-national and cross-cultural cooperation has opened new pathways for the internationalization of Chinese language education.

五、結(jié)語

本研究聚焦中美語言教育標(biāo)準(zhǔn)的融合與發(fā)展，基于對(duì)兩國語言教育標(biāo)準(zhǔn)的深入比較分析，著重探討了《等級(jí)標(biāo)準(zhǔn)》在國際中文教育中的實(shí)踐應(yīng)用及其對(duì)教學(xué)效果的積極影響。研究發(fā)現(xiàn)，中美語言教育標(biāo)準(zhǔn)在目標(biāo)設(shè)定、教學(xué)方法及評(píng)估體系上具有較強(qiáng)的互補(bǔ)性。融合中美標(biāo)準(zhǔn)能夠更有效地提升中文學(xué)習(xí)者的語言水平，并促進(jìn)不同文化背景下語言教育標(biāo)準(zhǔn)的互認(rèn)。實(shí)踐表明，《等級(jí)標(biāo)準(zhǔn)》不僅有助于提升教學(xué)質(zhì)量，還能為學(xué)習(xí)者提供更加清晰的學(xué)習(xí)路徑，增強(qiáng)學(xué)習(xí)者的語言運(yùn)用能力。

未來研究可以從以下兩個(gè)方向繼續(xù)深入。首先，進(jìn)一步研究中美語言教育標(biāo)準(zhǔn)在其他地區(qū)的適用性，特別是在非英語國家環(huán)境中的應(yīng)用效果。其次，深入研究信息技術(shù)（如人工智能、機(jī)器學(xué)習(xí)等）在語言教育標(biāo)準(zhǔn)中的應(yīng)用，如智能評(píng)測(cè)系統(tǒng)、自適應(yīng)學(xué)習(xí)平臺(tái)和數(shù)據(jù)驅(qū)動(dòng)教學(xué)方法如何對(duì)語言教育標(biāo)準(zhǔn)制定和實(shí)施產(chǎn)生影響，以及如何將這些技術(shù)有效融入語言教育標(biāo)準(zhǔn)體系，以提升教學(xué)個(gè)性化和智能化水平。

根據(jù)本研究的發(fā)現(xiàn)，我們提出以下建議：首先，應(yīng)加大對(duì)《等級(jí)標(biāo)準(zhǔn)》的全球宣傳力度，促進(jìn)其在國際中文教育中的推廣應(yīng)用。具體措施包括：（1）建立多邊交流平臺(tái)（如研討會(huì)、工作坊和在線論壇等），促進(jìn)中美教育專家、教師和學(xué)者的深度對(duì)話，增強(qiáng)對(duì)《等級(jí)標(biāo)準(zhǔn)》的理解與實(shí)踐；（2）加強(qiáng)國際合作，與國內(nèi)外教育機(jī)構(gòu)、政府部門及專業(yè)組織建立伙伴關(guān)系，共同提升《等級(jí)標(biāo)準(zhǔn)》的權(quán)威性和適用性；（3）開展標(biāo)準(zhǔn)化培訓(xùn)，鼓勵(lì)教師參與并監(jiān)測(cè)效果，確?；顒?dòng)達(dá)到預(yù)期目標(biāo)，同時(shí)根據(jù)實(shí)際情況進(jìn)行調(diào)整和優(yōu)化，有效融入教學(xué)實(shí)踐；（4）開發(fā)《等級(jí)標(biāo)準(zhǔn)》配套資源，如教材、在線課程和測(cè)評(píng)工具等，為師生提供系統(tǒng)支持。

其次，中美應(yīng)深化語言教育領(lǐng)域的合作，建立長期穩(wěn)定的交流機(jī)制，推動(dòng)標(biāo)準(zhǔn)對(duì)接、資源共享和師資聯(lián)合培養(yǎng)，通過案例分析研究歸納、總結(jié)最佳實(shí)踐成果。另外，積極倡導(dǎo)政策支持，將《等級(jí)標(biāo)準(zhǔn)》納入當(dāng)?shù)亟逃w系。這些舉措不僅能提升語言教育質(zhì)量，也將促進(jìn)跨文化理解，助力構(gòu)建開放包容的國際中文教育環(huán)境。

5.Conclusion

This study focuses on the integration and development of Chinese and American language educational standards. Based on an in-depth comparative analysis of the two countries' standards，ithighlights thepractical application of theProficiencyStandardsininternationalChinese language education and their positive impact on teaching effectiveness.The research finds that the Chinese and American language educational standardsarehighlycomplementaryintermsofgoal setting， teaching methods，and assessment systems. Integration of these standards can more effectively improve Chinese language learners’ proficiency， promoting mutual recognition of language education benchmarks across cultural contexts. In practice， the Proficiency Standards both enhance teaching quality and also provide learners with clearer learning pathways，strengthening their ability to use the language effectively.

Futureresearchcouldbefurtheradvancedin the following two directions. Firstly， more research isrequired into the applicability of Chinese and American language educational standards in other regions，particularly in non-English-speaking environments.Secondly， in-depth research should be conducted on the application of information technologies such as artificial intelligence （AI） and machine learning in the context of language education standards. This includes exploring how intelligent assessment systems，adaptive learning platforms，and data-driven teaching methods influence the development and implementation of these standards，along with how such technologies can be effectively integrated into the standards framework to enhance the personalization and intelligence of language instruction.

Based on the findings of this study， the following recommendations are proposed.Firstly， the global promotion of the Proficiency Standards should be enhanced to support their wider application in international Chinese language education. Specific measuresshouldinclude：

1） The establishment of multilateral exchange platforms such as seminars，workshops，and online forums to facilitate in-depth dialogue among Chinese and American education experts，teachers，and learners， thus extending understanding and practical use of the Proficiency Standards;

2） The strengthening of international cooperation by building partnerships with educational institutions， government agencies，and professional organizations，both domesticallyand internationally， to jointly enhance the authority and applicability of theProficiency Standards;

3） The organization of standardized training programs which encourage teacher participation and include mechanisms for monitoring effectiveness， ensuring that activities achieve their intended goals whilst allowing for adjustment and optimization based on real-world feedback to better integrate the standards into teaching practice;and

4） The development of supporting resources for theProficiencyStandards，such astextbooks，online courses， and assessment tools， to provide systematic support forboth teachersandlearners.

Secondly， China and the US should extend their cooperation in the field of language education by establishing a long-term and stable exchange mechanism to promote standards alignment， resource sharing，and joint teacher training. Through case study analysis， best practices can be identified and summarized. Further， active policy advocacy is necessary for the integration of the Proficiency Standards into local education systems. These measures would both enhance the quality of language education and also promote intercultural understanding，contributing the development ofan open and inclusive environment for international Chinese language education.