华文教学与研究

《欧洲语言共同参考框架：学习、教学、评估》自2001年发布以来，对世界范围内的语言教学产生了广泛而深刻的影响。2020年发布的增补版向使用者呈现了更适应当代语言教学的语言能力体系、语言能力等级和语言能力量表，其中提出的全新的文本阅读能力体系，对阅读学习、阅读教学与评估具有重要指导意义。文章对该版文本阅读相关内容进行了梳理和解读，通过分析其优点和不足，尝试将该文本阅读能力体系重构为由两种视角、八大参项、228项指标构成的三级评估体系。两种视角为文本内容视角和学习者能力视角，分别对应文本类型、话题类型、文本可读性、语言庄典度，和知识能力、策略能力、理解能力、熟练程度等八大参项，每个参项又可细化为若干具体指标，以期对阅读教学、学习以及阅读能力评估产生积极的引导作用。

Since its publication in 2001,the Common European Framework of Reference for Languages:Learning,Teaching,Assessment has had a broad and profound impact on language teaching worldwide. The updated Companion Volume released in 2020 presents to users the language proficiency system,language proficiency levels and language proficiency scales that are more suitable for contemporary language teaching,and the related content of reading ability proposed has important guiding significance for the learning,teaching and assessment of reading comprehension. By analyzing its advantages and disadvantages,this paper attempts to reconstruct the reading ability system into a three-tier evaluation system consisting of two perspectives,eight parameters and 228 indicators. The two perspectives are the text content perspective and the learner ability perspective,which respectively correspond to eight parameters,namely text type,topic type,text readability,language canonicity,knowledge ability,strategic ability,comprehension ability and proficiency level. Each parameter can be detailed into several specific indicators. The article hopes to have a positive guiding effect on the teaching,learning and ability assessment of reading.