香港小学中国语文科考试主观题评析及启示  

Analysis and Enlightenment of Subjective Questions in Chinese Language Examination in Hong Kong Primary Schools

作　　者：钟展艳 Zhong Zhanyan

机构地区：[1]广东省中山市民众镇育才小学,中山528441

出　　处：《教育测量与评价》2019年第7期10-15,共6页Educational Measurement and Evaluation

摘　　要：为了评估中小学生的基本能力,我国香港地区统一实施全港性系统评估。作为全港性系统评估项目的组成部分,中国语文科的命题颇具特色。小学中国语文科评估包括阅读、写作、聆听、说话、视听资讯评估,其中说话评估和写作评估全为主观题,其试题设计灵活多样,任务设计多采用看图说故事、口头报告、小组讨论等形式,可以考查学生在各种真实、复杂情境中运用语言的能力,试题情境与学生日常生活密切相关。为了减少评分的主观性和不确定性,小学中国语文科评估还设置了专门的分项评估规则。借鉴2018年和2019年香港小学中国语文科考试中说话和写作等主观题的评估模式,内地语文教学和考试应设计丰富多样的主观题,为评估学生听说读写的能力服务;尝试在课堂中增加说话训练,在说话评估中采用情境性试题;在设计写作任务时贴近学生的生活,关注社会热点。The assessment of Chinese language in primary schools includes reading,writing,listening,speaking,and audiovisual information evaluation.The speaking and writing assessment are all subjective questions and the questions are flexible and diverse.The task design is mostly in the form of storytelling,oral presentation,group discussion,etc.In this way,students’ability to use language in various real and complex situations can be examined and the context of the test questions is closely related to the daily life of the students.In order to reduce the subjectivity and uncertainty of the scores,the primary Chinese language assessment also set up special sub-assessment rules.Learning from the evaluation models of subjective questions such as speaking and writing in the Chinese language examinations for Hong Kong primary schools in 2018 and 2019,mainland Chinese teaching and examinations should design a variety of subjective questions to serve students in assessing their ability to listen,speak,read,and write;add speech training in class,use situational questions in the assessment of speaking;design writing tasks which are closed to the students’life and pay attention to social hot spots.

关 键 词：全港性系统评估 中国语文科 主观题 说话评估 写作评估 

分 类 号：G424.74[文化科学—课程与教学论]