A few weeks ago the Mainichi News on-line
reported the following:
文科省：「使える英語」へ改革…中３に全国テスト導入へ
毎日新聞 2015年06月05日 23時35分
文部科学省は５日、全国の中学３年生全員を対象に「読む」「書く」「聞く」「話す」の４技能をみる英語の新テストを導入すると発表した。２０１９年度実施を目指す。毎年４月の小中学生の全国学力テスト（国語と数学・算数）と同様、その結果を授業改善に生かし、「使える英語」の能力育成につなげるのが狙いだ。現場の英語担当教員からは「４技能を重視する方向性は良い」と評価する声が上がる一方、「過度な競争を生まないか」との懸念も聞かれた。【大久保昂、菅野蘭、三木陽介】
英語の新テストは、同日公表された中高生の「英語力向上推進プラン」の柱。推進プランによると、新テストは複数年に１回実施予定。
難易度をどうするかなど詳細は今後、専門家会議で検討する。今年度中に中学３年生約６万人を抽出して事前テストを行い、その結果も参考にする。
このほか各都道府県に、教員や生徒の英語力の数値目標や教員の研修計画などを盛り込んだ「改善プラン」を今年度内に作ってもらい、その達成状況の公表を求める。
高校３年生を対象に文科省が昨年初めて実施した英語力調査で、４技能の結果はいずれも「中学レベル」と低調だった。下村博文文科相はプランの意図について「英語教育の抜本的な改革に取り組む」と強調する。
英語教員の反応はさまざまだ。大阪府の公立中学の２０代男性教員は「４技能をバランスよく伸ばそうという方向性は間違っていない」と語る。ただ、新テストに関しては「点数の低い地域にとっては、全国学力テストに加え、さらに負のレッテルを張る機会を増やすだけだろう。子どもたちが『やっぱりあかんかった』と傷ついてしまう恐れがある」と批判的だ。
一方、宮崎県の中学教員（４６）は「テストがあれば生徒の英語力を客観的に把握でき、授業改善に生かせる。４技能を意識した授業が大切になる」と前向きに捉えた。
４技能のうち「話す」の採点は対面式が不可欠で、教員が担うことになりそう。埼玉県の公立中学の４０代女性教員は「時間や労力を考えると、やりたいと思う先生はいないのではないか」と困惑していた。
(試譯文)
On the 5th (June), the
Ministry of Education, Culture, Sports, Science and Technology announced that,
targeting at all members of the 3rd grader of junior high school in the whole
country, a new English examination to judge on the 4 skills of
"speaking", "reading", "writing" and
"hearing" would be introduced. The aim was to implement it in fiscal
year 2019. It was the same as the achievement test (Japanese, mathematics and
arithmetic) for elementary and junior high school students held in April every
year in the whole country. The aim was to utilize the result for class
improvement and to link it to the nurturing of "English using ability ".
From English teachers in the field, while voices kept rising saying "the
direction which emphasizes the 4 skills is good", yet anxiety was also
heard: "don't you create excessive competition?"
This English new examination would be the
pillar of the "English ability improvement promotion plan" aimed at
the junior and senior high school students, announced on the same day. According
to a promotion plan, expectation was to put the new examination into effect
once every several years.
About the degree of difficulty, details would
be considered by an ad hoc meeting from now on. About 60,000 people of the 3rd
grader of junior high school would be picked to do a test beforehand during
this fiscal year and the result would be referred to.
Additionally, for urban and rural prefectures,
an "Improvement plan" was incorporated which targeted at getting numerical
tables, which indicated the English proficiency of teachers and students on top
of teacher's training. It would be done in this fiscal year and the publication
of its progress would be demanded.
About the English ability investigation, which
the Ministry of Education, Culture, Sports, Science and Technology put into
effect for the first time last year targeting at the 3rd grader of high school,
the results of all the 4 skills at "the junior high school level" were
low. On the aim of the plan, Shitamura Hirofumi the Minister of Education,
Culture, Sports, Science and Technology stressed that "it works on a
radical reform in English education".
The reactions of English teachers were varied.
A male teacher in his twenties from a public junior high school in Osaka
On the other hand, a junior high school teacher
in Miyazaki-ken (46) took it positively because "when there is a test, the
English proficiency of students can be grasped objectively, and it can be
utilized for class improvement. Teaching conscious of the 4 skills becomes
important".
Among the 4 skills, a meeting system would be
indispensable in getting marks on "speaking" and it seemed that teachers
would be needed to carry it out. A schoolmistress in her forties from a public
junior high school in Saitama prefecture perplexed that "when considered the
time and effort, may be no teacher would like to do it".
I think Japan
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