China's college entrance examination ability requirements

The ability of Chinese test in NMET can be divided into five aspects, namely, recitation, understanding, analysis and synthesis, expression and application, and appreciation and evaluation. These five abilities just form a ladder from low to high, in which the highest level of application and appreciation are juxtaposed, so we also call them five levels of ability. Why are there five competency levels? What is the relationship between them? Here is a brief analysis of this problem.

First of all, it is a pioneering work to divide Chinese ability into five levels. In the past Chinese teaching, our definition of Chinese ability was very vague, such as listening, speaking, reading and writing, such as understanding and mastering, and so on. "Listening, speaking, reading and writing" is a big category. What is listening ability? What is the ability to speak? What standards should be achieved? This is ambiguous for users, so there will be great differences in teaching; Understanding and mastering such requirements is also a vague concept. To what extent is understanding and to what extent is understanding appropriate, which also brings difficulties to teaching. In order to solve the rationality of the ability test of the college entrance examination, the proposer first put forward the concept of ability level in the description of the exam. The ability level is to decompose the subject ability factors involved in learning and examination, get the basic abilities needed in the process of learning various contents, and integrate them on this basis. In other words, the factors of learning ability in a subject are scattered and multifaceted, and some abilities intersect with each other, which is not convenient for learners to master. NMET Chinese proficiency zoning has solved the above problems well. The five levels of ability, memorization, understanding, analysis and synthesis, expression and application, appreciation and evaluation, are arranged in turn, which not only embodies the subject ability, but also is clear and clear, so that learners can easily master it.

Secondly, the level of Chinese ability defines the relationship between the abilities at all levels. Among the five abilities, memorization is the most basic level, and its main content is the knowledge that needs to be memorized in Chinese learning, such as pronunciation, font, literary common sense and famous sentences, which can best reflect a person's language ability and is an essential content in application. Comprehension is a higher-level ability on the basis of rote memorization, which means that you can understand the content of an article or the meaning of a sentence and explain it when reading. Analysis and synthesis is a kind of ability level that is further improved on the basis of rote memorization and understanding. It refers to the ability to decompose, analyze and summarize the content of an article in reading. Expression application refers to language application ability, including the ability to control sentences and the whole article. It is a kind of ability level developed in expression on the basis of the first three abilities. Appreciative evaluation refers to the recognition, appreciation and comment of reading materials, which is a new level of ability developed in reading on the basis of memory, understanding and analysis. The role of the above-mentioned ability levels and their relationship have been clearly defined. In particular, the higher-level ability includes the requirements for the lower-level ability, that is, the higher-level ability is not overhead, but developed from the lower-level ability. For example, when we appreciate literary works, we need to have cultural literacy, a certain background of literary and cultural knowledge, and a certain comprehensive understanding and analysis ability. On this basis, we can express our understanding and feelings about the artistic value and ideological content of the works.

Some people may ask, since high-level ability includes low-level ability, shouldn't the exam test high-level ability? Actually, it is not. This involves two reasons: the grading of exams and the learning process. The purpose of the exam is to test and distinguish, and it is difficult to reflect the differences of students' learning only by testing high-level ability. We should admit that there are differences among students, and it is difficult to show them if there is no grade distinction. The same is true in the process of learning. Learning knowledge and mastering ability all start from a low level, just like Gai Lou. It is impossible to start from a high level, but to give different levels, so that we can climb up step by step.

The division of Chinese ability levels provides a clear direction for us to learn Chinese knowledge and cultivate Chinese ability. We should seriously study and understand its meaning, so as to actively learn those useful knowledge in the learning process, consciously strengthen the cultivation of ability, and get the maximum benefit in a limited time.

The content of the exam and the corresponding ability level (with brackets after the topic) are as follows:

1. Language knowledge and language expression

Language knowledge and language expression have not changed in the examination objectives, and the requirement is still to focus on language use, requiring students to use what they have learned to analyze and solve problems flexibly, and not to test nouns and terms. The specific requirements are as follows:

(1) Memory (1)

1) Learn the pronunciation of modern Mandarin by heart.

The examination of pronunciation only requires memorizing pronunciation, not spelling. Judging from the test questions in recent years, the focus of this part is not on tone, but also on common words. For example, 1998 college entrance examination Chinese test questions 1:

The pronunciation of the words added in the following groups of words is the same as the given phonetic notation.

A. the difference chā error error is not satisfactory.

B. solve ji ě, solve the escort, and do your best to solve it.

C. plug it around and close your eyes to elaborate.

D. mention t, refine, beware of contours, and raise your ears.

A: A.

2) Memorize the glyphs of modern Chinese characters.

"Modern Chinese characters" refers to the characters used in modern Chinese.

"Remembering the shape of modern Chinese characters" includes distinguishing variant characters, homophones and not being able to write typos, which is the basic skill of language use. For example, the second question of the 200 1 college entrance examination Chinese paper:

Among the following groups of words, the one without typos is

A. make a hole to save the day and not have enough to eat.

B. Shock, integration and noise resounded through the sky.

C. Deep and unsatisfied, generous and elegant

D. Cover up grandstanding and drop out of school to be cynical

A: A.

(2) Expression application (D)

1) Use punctuation correctly.

The examination of punctuation marks in the college entrance examination is generally comprehensive and skillful. For example, 1994, question 6 of the college entrance examination Chinese paper:

What is the correct use of punctuation marks in the following sentences?

A. Aunt Geng said to her son, "Dacheng, greet everyone and salute when you salute. Don't be afraid of jokes. As the saying goes,' it's not strange to be polite to many people'. "

B. After the news that an overpass will be built in the west of the city came out, many people were very concerned about how to build this overpass. What will happen to nearly a thousand trees there?

C cicada larvae appear on the ground for the first time and need to find suitable places-bushes, fences, weeds, shrub branches and so on. -molting.

D. The horse written by modern painter Xu Beihong, as some critics have said, "has both form and spirit and is full of vitality."

A: C.

2) Use words correctly (including idioms).

"Correct use of words includes: correctly understanding the meaning of words (including idioms) in a specific context, and being able to use words (including idioms) correctly according to the context. Among them, there is not only the question of whether words (including idioms) are used correctly, but also whether they are used better. For example, question 4 of the 200 1 college entrance examination Chinese paper:

Among the following sentences, the appropriate sentence to add idioms is

A. It was raining heavily and the road was muddy, so the car couldn't walk any more. The rescue team had to walk slowly and trudged for more than an hour before reaching the dam.

B.she developed a sense of superiority from an early age. Even if she needs someone to take care of her in the hospital, she is still bossy and domineering.

During the C meeting, the Academy of Agricultural Sciences and other units set up flower bonsai sales booths outside the venue. During the break, the stalls are busy and the products are in short supply.

D. You just moved to a new house. The room is spacious and bright, but the decoration is a bit monotonous. I suggest you hang an oil painting, which will definitely brighten the room.

A: B.

The use of function words also belongs to the scope of examination. For example, 1996, question 3 of the college entrance examination Chinese paper:

Fill in the related words on the following lines in turn. The most suitable group is

Thousands of tons of ships will bump up and down in such a big storm, such a small ship.

(2) Digging such a well takes up a lot of land and is uneconomical. The well is surrounded by sand and easily collapses.

After the reform, the quality of products has been improved, with novel styles and exquisite packaging, which is more popular with the masses.

A. in addition to B. in addition to B.

C. in addition, in addition, in addition,

A: d

3) Differentiate and modify sick sentences.

Types of ill sentences: improper word order, improper collocation, incomplete or redundant components, chaotic structure, unclear meaning, illogical and so on, which can be examined by objective questions or subjective questions. Generally speaking, objective questions are used in the examination to distinguish and correct sick sentences, and subjective questions are generally used in the examination to modify sick sentences.

An exam to identify sick sentences, such as question 6 of the Chinese test paper of the college entrance examination of 1998;

Among the following sentences, the one that is well chosen is

A Yesterday was the last day of the transfer deadline, and the China Football Association received another 25 players' transfer applications.

B: Of course, the spirit of Lei Feng should be endowed with new connotations, but who can deny that there is no need to learn from Lei Feng now?

C. At the beginning of this year, the United States and Britain assembled frightening military forces, which made the Gulf region once overcast.

D. These softwares cost 1000 yuan if they are bought separately, but they are combined in 340 yuan, which is nearly 2/3 cheaper.

A: d

Revise the exam of ill sentences. For example, 1994 college entrance examination paper No.21(the answer is abbreviated):

Complete the following two questions according to the following instructions.

In order to arrange the work of its graduates as soon as possible, the "Education Accounting Vocational High School" published a notice in the newspaper entitled "Education Accounting Vocational High School hires graduates in advance". The meaning of the topic is not accurately expressed. Please modify the title according to the following two requirements. (After revision, it must conform to the original intention of issuing the notice, and the full name of the school shall not be changed. )

(1) Keep the word "pre-employment", which shall not exceed 15.

(2) Don't use the word "pre-service", no more than 13 words.

4) Expand sentences and compress paragraphs.

"Extended sentence" examines the ability to expand and enrich language information. The main types of questions are to expand a few words into a sentence, or to expand a sentence into several sentences. For example, in 2000, the college entrance examination Chinese examination paper question 27 (the answer is abbreviated):

According to the following two scenarios, focus on "singing" and expand into a paragraph, each paragraph is not less than 30 words.