a2 ap chinese updates

AP Chinese Updates

Jianhua Bai

Lea Ekeberg

Keith Cothrun

今日主题 AP 中文的课程简介 AP 中文考试及评分 Best Practices for the Teaching of AP

Chinese Updates on AP Chinese Review

AP Course and Exam “… is a collaborative effort between motivated

students; dedicated teachers; and committed high schools, colleges and universities.

AP ( 大学预修课程及测试 ): connecting students to college success

经考试取得 AP 课程学分的中学生，可直接获得大学的学分，或抵免大学的外语必修课。

各大学对 AP 学分的认定有不同的标准。

AP and College Success (CB’s 08 Report)

75% high school graduates admitted to higher institutions, but there is a high percentage of dropouts. 50% of them receive remedial courses.

Students who take the AP courses and exams (especially those with a score of 3 or above) more likely to succeed in college/university.

AP 中文的研發及推廣 2004 年八月大学理事会组建 15 人工作组策

划 AP 中文的“蓝图”。 2005 年 AP 中文研发小组成立。 2006 年大学理事会在美国各地举办各类培训班。 2006 年春公布 AP 中文课程大纲、教师手册（包括

课程简介、测试样题、课程大纲样本等相关信息）及网上资源（练习手册、网站等）

2006 年秋天在美国中学正式开课。 2007 年 5 月首次举行 AP 中文课程统一考试。

AP 中文课程 AP 中文即“大学中文预修课程” updated for 2009

AP 中文课程与考试是以 21 世纪标准为核心理念与基本框架。

其难度相当于大学第四学期的课程（达到Intermediate 水平）。

取得 AP 课程学分的中学生，可直接获得大学的中文学分，或抵免大学的外语必修课。

各个大学对 AP 学分的认定有不同的标准。

AP 中文测试的评分 AP 中文测试 (07 released) Standard Group refers to

students who 1) do not regularly speak or hear Chinese beyond the classroom and 2) have not lived for one month or more in a country where Chinese is spoken.

Test knowledge of Chinese language and culture and the ability to communicate in Chinese in linguistically, culturally and socially appropriate ways.

Comparability Study and the Score cutting. Test Format 2009 Rubrics-based holistic assessment of students’ free responses

Speaking Performance Characteristics: Task Completion

6: Thorough and appropriate response with elaboration and detail; smoothly connected sentences

5: Thorough and appropriate response; may include elaboration and detail; connected sentences

4: Appropriate response; loosely connected sentences3: Basic but appropriate response; disconnected sentences2: Appropriate but incomplete response; fragmented

sentences1: Marginal or minimal response; disjointed sentences or

isolated words0: Clearly does not respond to the prompt; not in Chinese;

blank

How well the first group did (total group):

Examination Grade Chinese Language and

Culture

N % At

5 2,643 81.0

4 386 11.8

3 146 4.5

2 36 1.1

1 50 1.5

Number of Students 3,261

3 or Higher / % 3,175 97.4

Mean Grade 4.7

Standard Deviation 0.74

Standard Group (2007)


Culture

N % At

5 177 48.8

4 71 19.6

3 60 16.5

2 24 6.6

1 31 8.5

Number of Students 363

3 or Higher / % 308 84.8

Mean Grade 3.93

Standard Deviation 1.30

Student Performance Data: Total Group

Question Mean Standard Deviation

Number of Points

Possible

Writing

Story Narration 4.41 1.27 6

Personal Letter 4.62 1.16 6

Email Response 4.81 1.38 6

Telephone Message

3.42 1.6 6

Speaking

Conversation 27.51 5.53 36

Cultural Presentation

4.23 1.43 6

Event Plan 3.98 1.38 6

Student Performance Data: Standard Group

Question Mean Standard Deviation

Number of Points

Possible

Writing

Story Narration 3.62 1.14 6

Personal Letter 4.12 1.07 6

Email Response 3.86 1.62 6

Telephone Message

2.91 1.45 6

Speaking

Conversation 21.39 7.53 36

Cultural Presentation

3.34 1.41 6

Event Plan 3.15 1.35 6

How well the 2009 group did (total group):


Culture

N % At

5 4042 81.6

4 485 9.8

3 299 6

2 47 0.9

1 83 1.7


3 or Higher / % 97.4 (same ratio)

Standard Group (2009)

Examination Grade Chinese Language

and

Culture

N % At

5 322 46.9

4 150 21.8

3 129 18.8

2 27 3.9

1 59 8.6


3 or Higher / % 87.5 (2.7 higher than 07)

AP 中文测试的评分 2007, ’08 and ‘09 Results Compared

Most Challenging Areas 2009

The exam performance for the standard group indicated no areas which student performance was weak (determined by sections of the exam where the mean/max is less than 0.40--we look for mean over max to be between 0.40 and 0.60). The Story Narration had the lowest mean/max of any section of the exam at 0.59. The Email Response had a mean/max of 0.74.

Most Challenging Areas

Compare the challenging areas with AP Chinese Language and Culture topics your own students found most demanding.

What are your strategies for implementing best practices to address the challenging topics?

Standards-Based Teaching Practices for the AP Chinese Course

Lea Ekeberg

Sidwell Friends School

The Sidwell Friends Chinese Language Program

Chinese is offered in 7th-12th grades We have approximately 45 middle school and

90 upper school students studying Chinese Chinese V is our AP course Chinese V this year has 14 seniors who have

studied Chinese for six years Very few heritage learners with any significant

background in the language

Challenging Areas for our Students

Listening Comprehension Authentic Materials Story Narration Conversation Cultural Presentation

Pre-AP Practices

Introduce various formats as soon as possible Chinese II – emails Chinese III – presentations Chinese IV – story narration

Introduce holistic grading as soon as possible

Scaffolding Practices

Listening Comprehension RejoindersRejoinder Jeopardy: students play in teams to guess the correct answers

Authentic materialsUse level-appropriate teaching materials from other series to simulate the experience of interpreting authentic materials

Scaffolding Practices

Conversation Use the inner-outer circle activity, with the inner

partner asking a question and the outer partner having twenty seconds to respond before rotating.

Cultural Presentation Start with familiar topics (favorite possession,

singer, city, athlete) before moving to Chinese topics

AP Teaching Practices: Stories

The benefits of using novellas and TV shows Highly engaging Provide repetition of vocabulary and grammar

patterns Provide material for a wide variety of activities


Story-based activities 造句： Students practice new grammar patterns

by making sentences about the story Discussion: Students discuss what happened,

why, and predict what will happen next Role plays: Students take on the role of

characters in the story


Story-based role play activities Playing the role of a character in the story,

students answer questions about their actions and motivations

Playing the role of a friend of a character, students give the character advice

Playing the role of a character, students write a journal entry or an email to a friend, explaining what is happening and how they are feeling

Updates on AP Chinese Review

Keith Cothrun

The College Board

Updates on AP Chinese Review

AP最新資訊之網址

http://apcentral.collegeboard.com/chinese

Resources on AP Central Professional Development

THE END.

謝謝！

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