中小学英语教师专业水平等级标准:中小学分级标准

Standards for Teachers of English in Primary & Secondary Schools (STEPSS):

Three-level standards for English teachers in Chinese schools

Luo Shaoqian

Teacher education and development has been an important issue since the launch of

the CNEC in 2001. The CNEC requires highly qualified teachers to implement

curriculum innovations. Thus, in 2005, the Teacher Education Department, Ministry of

Education requested that the National Teachers Association (NTA), the Curriculum &

Teaching Materials Research Institute (CTMRI), and the National Association of

Language Education (NAFLE) draft the Standards for Teachers of English in Primary

& Secondary Schools (STEPSS). There are nine standards in STEPSS ranging from

language knowledge and skills to competence and performance in the classroom, and

reflection and enhancement in teacher development. These are:

1. Linguistic knowledge

2. English proficiency

3. Language learning processes and strategies

4. Cultural and intercultural communication skills

5. Pedagogical knowledge and teaching methodology

6. Curriculum development and syllabus design

7. Knowledge and skills in technology

8. Testing and assessment

9. Standards on professional development and research

STEPSS defines explicitly the expertise and competency levels of primary and

secondary school teachers, and serves as guidance for teachers’ continuing

education and career development. STEPSS is to be an evaluation system for English

teachers in Chinese schools and provide a basis for teacher training, assessment,

and certification.

This part of the symposium focuses on the three levels for English teachers in

Chinese schools. The Three-Level Standard was developed based on STEPSS’ nine

standards, and each level is designed to address teachers’ knowledge and

competence (Day, 1993; Freeman, May, 2007). It aims at

(1) Establishing national criteria for what teachers should know and do;

(2) Developing and implementing a national system for teacher assessment and

qualification;

(3) Promoting student learning and an English education reform.

There are two parts in the three level-standards. First, can-do statements: each

statement is a description of observable teacher behaviors. Second, teaching

scenarios: teachers are given teaching tasks to perform in context in order to show

their knowledge and competence. In this part are also included teachers’ attitudes

toward students, their sense of responsibility and their ability to solve problems in

daily teaching.

中小学英语教师专业水平等级标准：中小学分级标准

北京师范大学外国语言文学学院 罗少茜

自从2001年《英语课程标准》试行以来，有关教师教育和发展的问题一直

处于热议之中。依据《英语课程标准》,我们需要高水平的教师来实施课程改革

的创新举措。因而，于2005年，隶属于教育部的教师教育司组织了来自全国教

师协会、课程与教材协会及全国语言教育协会的专家把《中小学英语教师的标准》

确定下来。总共有九条标准，涉及到语言知识和技能，语言能力，课程在课堂的

操作，课后反思及如何促进教师发展这九个方面的标准。

10. 语言知识

11. 英语水平

12. 语言学习过程和策略

13. 文化及跨文化交际技巧

14. 教育学方面的知识及授课方法

15. 课程发展和大纲设计

16. 技术方面的知识和技能

17. 测试与评估

18. 专业发展和研究的标准

《中小学英语教师的标准》明确规定了中小学英语应具备的专业水平和能

力，同时，它还对教师的终身学习及职业发展起着指导作用。另外，此标准对于

中国中小学教师既是一个评价系统，也为教师培训、评价及认证系统提供了基础。

研讨会的这一部分将分别关注中国中小学英语教师的三种水平。它们的标准

是从上述九个标准中延伸出来的，并且，每一种水平的设计都是基于教师知识和

能力；其目的有三个：一是在全国建立统一的教师标准；二是在全国建立和实施

统一的教师评价和资格系统；三是促进学生学习和英语教育改革。这三个标准中

又可分为两部分：一是可操作描述，即每一种描述都是对教师行为的直观描述；

二是对教学的描述：教师的教学任务是在一定的情景中完成的，并借以展示其知

识和能力。此外，这一部分还包括教师对学生的态度，责任感以及在实际教学中

解决问题的能力。