从国际大型阅读测试审思高考实用类文本阅读试题——以2017、2018年高考语文全国卷为例
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摘要
2017—2018年高考语文全国卷实用类文本阅读测试选取了时代感和实用性强的新闻和报告,能力考核集中在"理解""分析综合"层级,思维梯度不明显;题型以两道选择题加一道主观题为主,考查方式较单一,试题难度不大;文本形式包括由期刊、报告、数据图表选编组合而成的非连续性文本和混合文本,主题上更加生活化,增强了与学生生活的联系,不过国外文本配置比例不高。现行的几大国际大型阅读测试在实用类文本阅读测试上有着丰富的经验,阅读能力测试在题目能力层次、试题设置、文章选题与材料等方面设置了清晰、明确的目标和内容。基于两者的对比,借鉴国际大型阅读测试项目的经验,我国高考语文实用类文本阅读的考查应该在明确能力等级、设置具体情境、细化选文原则、丰富题型设置、推行群文阅读等方面加以改进。
2017—2018 College Entrance Examination Chinese national volume practical text reading test selected news and reports with more sense of the times and practicality while the ability assessment is concentrated at the level of"understanding"and"analytical synthesis". The task type is based on two multiple-choice questions plus a subjective question. The text form includes non-continuous texts and mixed text composed of journals,reports,and data charts. The theme is more life-oriented and enhances the connection with student life,but the proportion of foreign text configuration is not high. The current major international large-scale reading tests have rich experience in practical text testing. Reading ability tests set clear and definitive goals and content in terms of problem-solving ability level,test setting,article selection and materials. The testing of the practical texts should be improved in terms of clarifying the level of ability,setting specific situations,refining the selection principles,enriching the questions setting,and implementing group reading.
2017—2018 College Entrance Examination Chinese national volume practical text reading test selected news and reports with more sense of the times and practicality while the ability assessment is concentrated at the level of"understanding"and"analytical synthesis". The task type is based on two multiple-choice questions plus a subjective question. The text form includes non-continuous texts and mixed text composed of journals,reports,and data charts. The theme is more life-oriented and enhances the connection with student life,but the proportion of foreign text configuration is not high. The current major international large-scale reading tests have rich experience in practical text testing. Reading ability tests set clear and definitive goals and content in terms of problem-solving ability level,test setting,article selection and materials. The testing of the practical texts should be improved in terms of clarifying the level of ability,setting specific situations,refining the selection principles,enriching the questions setting,and implementing group reading.
引文
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[4]胡向东.语文核心素养在高考中的考查原则与路径[J].中国考试,2017(7):63.
[5]OECD.PISA 2018 Draft Analytical Frameworks[EB/OL].[2018-12-20].http://www.oecd.org/pisa/pisaproduds/PISA-2018-draft-frameworks.pdf.
[6]National Assessment Governing Board. Reading Framework for the 2009 National Assessment of Educational Progress[M].Washington DC:National Assessment Governing Board,2008:11.
[7]何光峰.美国NAEP阅读能力评价框架之评价与借鉴[J].教育测量与评价,2012(4):18.
[8]乐中保.PISA中阅读测试的测评框架与设计思路——兼谈对我国阅读测试的启示[J].河北师范大学学报(教育科学版),2008(6):32-34.
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[13]PISA 2009Reading Test Items.[2019-01-17].https://www.oecd.org/pisa/pisaproducts/PISA%202009%20reading%20test%20items.pdf.
[14]倪文锦,郑桂华,叶丽新.阅读评价的国际借鉴[J].课程·教材·教法,2014(12).
[15]马世晔.从国外教育评价制度看我国基础教育评价体系的建立[J].中国考试,2008(5):13.