基于《中国英语能力等级量表》的大学英语课程建设探索

The Exploration of Developing College English Curricula Based on China’s Standards of English Language Ability

摘要: 本文主要探讨了如何运用《中国英语能力等级量表》(CSE)指导大学英语课程建设。针对教学内容与培养目标脱节、评价标准模糊等现实困境，笔者于2019至2024年间依托所在学校，运用CSE对必修课与选修课进行系统改造，构建出“三维度–六环节”的课程建设模型。该模型将课程建设划分为目标设定、教材教法设计、评价标准制定三个阶段，通过融入CSE精细化的英语能力描述框架，使课程体系精准对接学生发展需求，形成明确的能力培养目标和可操作的评价标准。教学实践采用恩格斯托姆第二代活动理论，构建以CSE为中介工具的教学活动系统模型，通过协同化教学共同体和动态化教学评价体系提升课程质量。5年的实践证明，这种课程建设方式在配套教改项目与资源建设的支持下，显著提升了教学效果，促进了学生英语能力与全球视野发展，同时也推动了教师的专业成长，获得了学界与社会的广泛认可。这样的成果兼具学术价值与实践意义，能够为高校英语课程建设提供科学范式，对推动英语教学改革也具有广阔的应用前景。

Abstract: This article mainly explores how to develop a college English curricula guided by China’s Standards of English Language Ability (CSE). Facing challenges like misaligned teaching content and unclear evaluation criteria, from 2017 to 2022, I utilized CSE to revise compulsory and elective courses at my university, forming a systematic curriculum-developing model. This model, divided into three stages (curriculum objective setting, teaching material and method design, evaluation criteria setting), ensures curricula align with students’ needs. It incorporates the CSE’s detailed English ability descriptions, providing clear objectives and evaluation standards. The corresponding teaching practice adopted Engeström’s second-generation activity theory, creating a teaching activity system model with CSE as an intermediary. This model enhances curriculum quality through collaborative teaching communities and dynamic teaching evaluation systems. Over five years, this approach improved teaching effectiveness, students’ English proficiency, and global vision, supported by teaching reforms and resource constructions. It also advanced teacher professional development and gained academic and social recognition. The achievement holds academic and practical value, offering a scientific framework for curricular development, and has broad application prospects in promoting English teaching reform.