浙江省英语高考改革前后阅读理解试题思维能力层次对比分析  

A Contrastive Research on the Thinking Levels of English Reading Comprehension Tests of ZJMET Before and After the Reform(2010—2020)

作　　者：童超男 罗晓杰[1] Tong Chaonan;Luo Xiaojie(College of Foreign Languages,Zhejiang Normal University,Jinhua Zhejiang 321004,China)

机构地区：[1]浙江师范大学外国语学院,浙江金华321004

出　　处：《基础教育外语教学研究》2020年第4期37-44,共8页Foreign Language Teaching & Research in Basic Education

摘　　要：本研究采用定性与定量分析相结合的方法,对2010-2020年浙江省英语高考改革前后阅读理解试题的思维能力层次进行对比分析。研究发现,改革前,低层次思维能力考点所占比重更高;改革后,高层次思维能力考点的比重上升,试题的思维能力层次有所提升,体现了高考改革后对考查学生思维能力的重视。但在“一年两考”的制度下,同一届的两份试卷中各考点数量及分布却不尽相同,存在考点分布不均的情况。基于此,本研究建议加强命题指导力度,在《考试说明》中明确各考点分布比例,适当提高高层次思维能力考点比重,从而让试题结构更加合理;教师在教学时应重视高层次思维能力培养,根据高考阅读理解试题的思维能力层次特点设计教学活动,从而落实思维品质培养目标。In this study,qualitative and quantitative analysis are adopted to contrast the thinking levels of English reading comprehension tests before and after the reform of Zhejiang Matriculation English Test.The main findings are as follows:before the reform,the distribution of six test points is unbalanced and the test points of lower order thinking skills accounts more;after the reform,the proportion of test points of higher order thinking skills has increased,namely,the thinking levels has increased.However,the distribution six test pints is still unbalanced and some of them are even not involved.Based on the findings,the author suggests that specification of test paper design should be strengthened so that the proportion of six test points can be arranged reasonably and scientifically.Meanwhile,teachers are supposed to design activities according to the characteristics of thinking levels of reading comprehension tests.Therefore,students'thinking skills at lower or higher level will be fully examined and the goal of cultivating thinking quality will be achieved.

关 键 词：英语高考改革 阅读理解试题 思维能力层次 英语教学 

分 类 号：G63[文化科学—教育学]