Outline of Chinese examination for college entrance examination in 2007

Chinese in Shandong college entrance examination in 2007

Q: On the guiding ideology of Chinese subject proposition, the first article puts forward to "highlight the characteristics of Chinese subject". How do we understand this sentence? How to show it in the test questions?

A: The first part of Chinese Curriculum Standard for Ordinary Senior High School (Experiment) points out: "Chinese is the most important communication tool" and "the unity of instrumentality and humanity is the basic feature of Chinese curriculum." Chinese curriculum in senior high schools should "enable all senior high school students to acquire their due Chinese literacy". As far as selective examinations are concerned, students' overall Chinese literacy should be reflected in as many examination contents as possible. Accordingly, in terms of examination content, the Chinese subject "Examination Notes" of Shandong College Entrance Examination basically covers all aspects of students' Chinese learning, such as modern Chinese reading, ancient poetry reading, language use, writing, literary text reading and practical text reading. The second part of Chinese Curriculum Standard for Ordinary Senior High School (Experiment) clearly points out that in the process of Chinese learning, students should choose five series of elective courses: Poetry and Prose, Fiction and Drama, News and Biography, Language Application and Cultural Works Research through the two goals of compulsory courses. Fusion, feeling? Appreciate and think? Understanding and application? Expand discovery? Five aspects of innovation and development; Teachers should also guide students to pay attention to the important role of accumulation, perception, understanding, appreciation, evaluation and expression of Chinese learning in highlighting the characteristics of Chinese subjects.

Q: "The proposition should not only ensure a smooth transition, but also reflect the new curriculum concept". Can you elaborate on it?

A: This is very important. The new curriculum reform and examination reform should be carried out simultaneously, and the new curriculum teaching should be promoted by examination reform, such as the evolution of proposition guiding ideology, the adjustment of examination content and the change of structure. However, we should also see that the contradiction between the diversity of teaching under the new curriculum standard and the unity of the current college entrance examination is more prominent, especially the contradiction between the elective content and the unified examination, such as the different versions of Chinese textbooks (compulsory and elective) in different cities of our province, the differences in teaching content, and the development degree of school-based textbooks in various schools. How to properly solve this problem has become a top priority.

On the other hand, the new curriculum reform is carried out on the basis of inheriting the excellent Chinese teaching tradition, rather than starting a new stove; The same is true of examination reform, which must be based on inheriting the scientific examination contents and reasonable examination forms in the past, and cannot cut off history. Based on the existence and consideration of this reality, we believe that the pace of Chinese examination reform should be slow and steady, not too fast. First of all, we must ensure the operability of proposition and marking, as well as the stability and safety of the exam. On this basis, we should reflect the new curriculum concept from the test questions, and implement the spirit of curriculum reform and the requirements of the Chinese Examination Outline (hereinafter referred to as the Outline) of the Ministry of Education. Specifically, the stability of Chinese test questions is mainly reflected in the required questions, and the variability is mainly reflected in the reading of multiple-choice questions (literary text reading and practical text reading), and multiple-choice questions are either one or the other; The amount of reading, the amount of questions and the score of topic selection are all within the acceptable range.

Q: The last sentence of Article 2 of the Guiding Ideology of Proposition states: "Pay attention to the connection and difference between compulsory content and elective content." How to reflect it in the test questions?

A: This question mainly involves the relationship between curriculum standards and examinations. The outline adopts the method of combining the required content with the selected content. Specifically, the compulsory content mainly corresponds to the compulsory content in the curriculum standard, and the elective content mainly corresponds to the elective module content in the curriculum standard; At the same time, considering the basic requirements of universities for freshmen's knowledge structure, some elective contents have also been included in the compulsory examination, such as poetry appreciation and evaluation, language use and so on. Candidates must answer the specified content in the college entrance examination paper, otherwise they will lose points; Candidates can choose one reading text to answer according to the clear requirements of the test paper and their actual situation, but they can't answer all of them.

The Outline integrates the text reading of four elective series in the new curriculum standard (note: "language application" in the elective series is not text reading) into two categories, which are presented in the form of material packages, namely, the reading of literary texts (referring to poems, essays, novels and dramas) and the reading of applied texts (interviews, investigation reports, news, biographies, social science papers, etc.). ) is a convenient proposition. It should be noted that the examination of poetry reading text has appeared in the compulsory content "Reading Ancient Poems" and is no longer involved in the elective content.

There are * * * two big questions (literary text reading and practical text reading) in the selection of reference questions, and each big question has four small questions, each with 18 points; Moreover, the score of each of these small questions is also kept equal to facilitate grading. As for the problem of equal difficulty in selecting questions, such as the difficulty in reading two selected corpora and the difficulty in designing corresponding questions, the proposer will try his best to solve this potential problem very carefully. The difficulty can only be roughly equal, and it is unrealistic to be absolutely consistent. To say the least, "difficulty" is only a relative concept, and candidates have the freedom to choose.

In the process of choosing one of the two test contents, candidates can choose what they have learned or are familiar with to answer; If you are sure, you can also choose the answer that you have no choice. This part of the examination fully reflects the selectivity and openness of the new curriculum college entrance examination paper, which is also the concrete embodiment of the teaching requirements put forward in the Chinese curriculum standard (experiment) for ordinary high schools, and is the biggest feature of the scheme.

Q: We found that in the second part, "Examination Ability Requirements", the ability grade F was added, that is, "Inquiry". Can you talk about this problem?

A: The ability level of "inquiry" is put forward according to the needs of the new curriculum reform. The new curriculum standard requires students to use inquiry learning methods to improve their inquiry ability, which puts forward higher requirements for Chinese learning. There are also difficulties in examining the ability of "inquiry". Everyone thinks that this will increase the difficulty of the whole set of papers, which is understandable, but don't worry. After all, "inquiry" is only a kind of ability requirement (it is hard to say whether the literal requirement can be implemented in the test questions), which is mainly limited to the content of the selected test. There can't be too many inquiry questions in the content of the selected exam, because it is limited by the selected corpus, the number of questions, the time for candidates to answer questions, the difficulty coefficient of the test paper and other factors. In addition, it should be noted that the "inquiry" mentioned in the syllabus should be understood from the test sites listed in literary reading texts and practical reading texts, and should be based on the inquiry of "works" and "texts" themselves, that is, around the internal aspects of "works" and "texts" rather than jumping out of the text. Therefore, when instructing candidates to review, teachers should accurately and appropriately explain the test sites to candidates, and can't "explore" indefinitely.

Q: Different cities use different textbooks. How to test 6 points for famous sentences and famous articles? Will it be based on a certain version of the textbook?

Answer the second question first. According to the scope of the examination contents stipulated in the third part "Examination Contents", the examination of famous sentences and articles is not based on any version of the teaching materials, so you can rest assured.

The process of Chinese learning is a process of continuous accumulation, and the new curriculum standard clearly requires students to strengthen accumulation. Middle school students accumulate some famous sentences and articles with educational, aesthetic and philosophical significance, which is not only the inheritance of the excellent language and culture of the motherland, but also an effective means to improve Chinese literacy. Teachers can refer to famous sentences and articles in other versions of textbooks while guiding candidates to review the textbooks they have learned, but they can't list them indefinitely, which will increase the burden on candidates.