Taking the reading test of literary works as an example, its focus is on the image, artistic conception and language of the work to arouse emotional resonance. The ambiguity of literary images determi

Taking the reading test of literary works as an example, its focus is on the image, artistic conception and language of the work to arouse emotional resonance. The ambiguity of literary images determines the uncertainty of people's understanding of literary images and their social significance. Therefore, students cannot simply be evaluated with a unified fixed answer and limit students' thinking. There is often more than one correct answer to something. Students should be encouraged not to be satisfied with one conclusion and to explore the essence of things from multiple angles. If we are used to measuring students with a standard answer, or using multiple-choice questions for students to choose, they will never be able to form their own ideas. In the past Chinese language learning, in order to adapt to the question pattern and grading of the college entrance examination, the answers to the mock test papers were standardized, fixed, and unique, and the grading was as "objective" and "operational" as possible. Therefore, a large number of "objective" methods were used in the evaluation. questions”, especially multiple choice questions. Students can only accept one of the limited ideas and opinions provided by the proposer, and cannot have their own independent opinions, let alone creative reading. This kind of examination method not only violates the original meaning of reading appreciation, but also cannot comprehensively, truly and objectively evaluate students' Chinese learning literacy. The essential characteristic of subjective test questions is that they focus on process and language application. Therefore, compared with objective test questions, it is easier to detect students' actual language level. For example: Usually some of our test questions like to ask students to answer what rhetorical methods are used here. In fact, such a question is far less effective than asking students to use this rhetorical method to compose a sentence, or to imitate a sentence according to a certain sentence pattern. This is because knowing a certain rhetorical method is only a test of noun terms, while sentence making and imitation sentences are the practical application of language and a test of students' practical language application ability. It can better show students' Chinese language skills than the test of understanding rhetorical methods. learning ability. Therefore, the test uses a combination of subjective test questions and objective test questions. More attention should be paid to subjective test questions, which are more in line with the practical nature of Chinese language. In the past, objective test questions appeared in social science reading. However, subjective test questions appeared in the provincial compulsory module survey test: Read Wang Zheke's "Money"). According to the text, refer to the following supplementary materials, contact your own life reality, and talk about it. What is your view on "money"? (Requires opinions, reasons, and analysis. About 120 words.) (1) The key to being the master of money is to get rid of the possessiveness of money and adopt a non-possessive attitude. That is to say, you truly regard money as something external to you. Whether it is something you have already received or something you will receive in the future, you should keep a distance from it and you can give it up at any time. Only in this way can we maintain a free mentality in the face of money and be a free man. Anyone who has a possessive attitude towards money will also be possessed by money and become a slave of money. As the ancient Greek philosopher Pion said when talking about a rich miser: "He did not gain wealth, but gained wealth." Wealth got him." (Zhou Guoping's "Talk about Money") (2) Money is water, it attracts everything, penetrates everything, integrates everything, and is everywhere. It has no shape on its own and goes with the container. When it is in a public safe, it is public money. When it is given to an individual, it is given a private name. When it is held in the hands of the boss, it can be called as funds, and when it falls into the hands of corrupt officials, it becomes evidence of crime and makes money that should not be earned. Money is called huge profits, paying what you deserve is called conscience. (Excerpted from "Prose·Overseas Edition") 3. Pay attention to the sense of language, and combine the test of knowledge with the context. The sense of language is an unavoidable issue in Chinese teaching, and its cultivation and testing are inseparable from the language environment. In fact, context is the prerequisite for speech activities to occur and proceed. Communication between people does not take place in a vacuum. It takes place at a specific time, place and background in order to complete specific communication tasks. Whether it is oral or written communication, it is actually a process in which the author and speaker constantly adapt to the context and generate speech. By testing Chinese knowledge in context, the knowledge students gain is fresh. For example, the following multiple-choice questions are well designed: Our grass, in its slender and weak body, contains such powerful vitality! It’s no wonder that the poem “____________________” written by ancient poets is still exciting to read thousands of years later.A. Whoever speaks of grass will be rewarded with three rays of spring B. The grass is dry, the hawk's eyes are weak, and the snow is gone, and the horse's hooves are light C. Wildfires burn endlessly, and the spring breeze blows again. D. The moss marks are green on the upper steps, and the grass is green on the curtains. 4. Make the test questions more selective. The Chinese language test should be open to all students rather than a few top students, so the test questions should be more selective. Taking writing as an example, there may be both required and optional questions. The compulsory questions are based on the basic requirements, while the optional questions focus on allowing different candidates to develop their respective strengths. This kind of choice is very common in science exams. Why not give it a try in Chinese exams? For another example, can each student be required to bring a dictionary and dictionary into the examination room, so that the Chinese language examination can test students' ability to retrieve reference books in a real environment, without having to design many single-item knowledge questions for them to recall like in previous examinations? and recognition. In addition, how to test students' ability to effectively filter information during reading, etc., are worthy of careful consideration in examination reform. We believe that as long as we insist on using new curriculum ideas to guide reform practices based on the characteristics of the subject, the Chinese language examination will surely achieve major breakthroughs. In the future, the college entrance examination will not be based on the textbooks, but on the syllabus based on the new curriculum standards. The foundation is the same and there will be basic unified requirements. There are elective courses in high school, so there will be optional questions in the test paper, that is, you can do part of it and choose part of it. 5. Express individuality through openness. Reading is very personalized. The reading requirements of the new curriculum standards reflect brand-new reading values. It focuses on personalized reading and personal reading experience. When reading, you must read out your own feelings. Develop independent reading skills. The study of articles focuses on feeling, experiencing, and discovering problems. The subtlety of both literary quality and beauty can only be truly understood by the subject of study through personal experience. Cooperative learning should also be carried out on the basis of individual independent reading. The test questions should provide students with an open platform where they can express their individuality, such as: Read two excerpts from the novel "Home" and complete the questions: When Ba Jin talked about the prototype of the character "Ming Feng", he once said this A passage from: "... There is a girl named Cuifeng in our family. I only remember one thing about this girl: a distant relative of ours wanted to ask her to be a concubine, but she sternly refused. She was in Our family was just a "food delivery" girl, and her godfather Su Sheng was an old servant of my family, so she still had such freedom. Naturally, she married a poor husband. People in my family say she is brave. It is not an easy thing for a girl to abandon her master and choose a "servant". The "Cui Feng" in Ba Jin's "family" is happily married. The "Ming Feng" in "Home" miserably fell into the lake. Some people think the author's artistic treatment is good, and some people think it is not good. What is your opinion based on the novel "Home"? Or analyze selected articles from "Home". This question not only tests students' cultural accumulation, but also provides students with a broad platform to display their personal reading feelings and express their individuality in modern literature reading. The subject's experience and feelings, such as: (Read the article "That Tree") Some people think that the image of the big tree in the article is a symbol of strong vitality, others think it is a symbol of the harmonious coexistence of nature and man, and some people think it is a symbol of ancient civilization and A symbol of traditional culture. After reading the full text, what makes you feel the most about the image of the tree? Please write this feeling into an appreciation paragraph (about 100 words). 6. Pay attention to students’ humanistic cultivation. Mr. Qian Liqun said, Chinese teaching must be centered on "building people", that is, Chinese teaching should allow students to shift from memorizing Chinese knowledge in the past to understanding society, comprehending life, and shaping themselves through the form of language; instead of focusing on imparting knowledge and training students in the past, Shift to focusing on human development. In teaching, using textbook selections to integrate emotional education in a timely and natural manner is not only conducive to the development of students' sound personality, but also promotes the improvement of Chinese language skills. This is what the new curriculum standards strive for. Advocated. Due to various historical reasons, the cultivation of reading ability in the past often focused on reading skills and neglected the cultivation of processes, methods, emotions, attitudes and values.

Therefore, students should have a clear understanding of their own writing abilities, fully demonstrate their personality, and avoid deliberately seeking novelty. The goal of comprehensively improving students' Chinese literacy in Chinese courses generally has two meanings: first, it refers to the improvement of all students rather than the improvement of some students; second, it refers to the improvement of comprehensive Chinese literacy rather than partial Chinese literacy. If the Chinese literacy of all students is comprehensively improved, wouldn’t there be more room for choice in Chinese exams? Therefore, the reform of the new Chinese language course examination will also take the comprehensive improvement of students' Chinese literacy as the starting point and ultimate goal. Understanding this, we also understand that curriculum reform and the college entrance examination are not antagonistic. "Chinese literacy" is a diverse and open system that will continue to be improved and developed.