高考科目改革的轨迹与反思:基于选择性的视角  

Trajectory and Reflection of College Entrance Examination Subject Reform:A Perspective of Selectivity

作　　者：刘希伟[1] LIU Xiwei(College of Teacher Education, Ningbo University, Ningbo, 315211, China)

机构地区：[1]宁波大学教师教育学院

出　　处：《全球教育展望》2018年第4期83-97,共15页Global Education

基　　金：国家社科基金青年项目"我国新高考招生制度试点改革跟踪与评价研究"(项目编号:16CGL059)中期成果

摘　　要：40年高考史是一部不断探索科目改革的历史,增加科目的选择性是贯穿高考改革的一条重要线索。20世纪80年代,教育界开展了一场高考改革大讨论,增加科目类别及选择性成为一种改革共识。20世纪90年代初,原国家教委增加高考科目类别及选择性的改革意见经过"三南"试点而搁浅,其后各省普遍采用"3+2"模式。20世纪90年代末的"3+X"科目改革,在综合科目方面基本实现了改革目标,但在增加科目选择性、增加高校及学生选择权与选择空间方面则以失败而告终。全国新一轮必考加选考的"3+3"模式改革困境,与之前"3+X"模式改革困境具有高度相似性。高考科目改革应当正确处理的基本矛盾包括:高中会考、学业水平考试与高考的基本功能及"挂钩"问题;高考科目设置的多样性、选择性与功利性、可比性问题;时间维度上的"一考定终身"与"多考定终身"问题;选考科目考试次数的"一"与"多"问题。40 years of College Entrance Examination is a history of subject reform, and increasing subject selectivity is an important clue. A great discussion about College Entrance Examination reform occurred in the 1980s, and increasing subject category and selectivity became a consensus. In the early 1990s, State Education Commission issued subject reform measures, but abandoned them after the failure of ＂san nan＂ pilots. After that, ＂3＋2＂ model was generally employed. In the late 1990s, the comprehensive subject was successfully employed under ＂3＋X＂ model. However, increasing subject category and selectivity failed eventually. The current dilemmas of ＂3＋ 3＂ model are very similar to those of previous ＂3＋X＂. We should correctly handle the functions of High School Graduation Examination, Academic Test for High School Students, and College Entrance Examination; handle the relations of subject diversity, selectivity, utility, and comparability; handle the paradox between ＂one examination＂ and ＂several examinations＂; and handle the paradox between one test and multiple tests in elective subjects.

关 键 词：高考 科目 选择性 会考 高中学业水平考试 

分 类 号：G632.3[文化科学—教育学]