高考语文学科认知情境的内涵、功能与试题设计  

The Connotation, Function and Question Design of the Cognitive Situation of Chinese Subject of the College Entrance Examination

作　　者：胡向东[1] 於胜成 HU Xiangdong;YU Shengcheng(Central China Normal University,Wuhan 430079,China;Shenzhen Experimental School,Shenzhen 518028,China)

机构地区：[1]华中师范大学测量与评价研究中心,武汉430079 [2]深圳实验学校,广东深圳518028

出　　处：《中国考试》2023年第3期36-42,共7页journal of China Examinations

基　　金：2022年度中国教育发展战略学会教育考试专业委员会第二期专项课题“高考(学考)语文命题情境化研究”(jyks2022023)。

摘　　要：对高考语文情境化试题设计的认知较多局限于社会生活情境和个人体验情境,对学科认知情境试题设计实践缺乏深入研究。学科认知情境关联语文学科本体,涵摄语文学科必备知识、关键能力及语文学科核心素养,其在高考语文试题设计中的具体实践主要体现在试题背景材料或任务中,呈现出三重面貌,可区分为纯粹学科认知情境试题和综合性学科认知情境试题,并在任务设计中指向语文学科必备知识、关键能力或核心素养考查。进一步优化学科认知情境在高考语文试题设计中的运用,能够强化语文学科基础地位,发挥引导教学功能,促进学生语文学科核心素养形成。The design of Chinese contextualized questions in the college entrance examination is mostly limited to social life situations and personal experience situations. More in-depth research needs to be conducted on the design practice of subject cognitive contexts. Subject cognition context is related to the ontology of the Chinese subject, covering essential knowledge, key abilities and core competencies of the subject. The specific practice of subject cognition context in the design of questions in the Chinese subject of college entrance examination is mainly reflected in the background materials or tasks of the questions,presenting a triple appearance, which can be divided into pure subject cognition context questions and comprehensive subject cognition context questions, and points to the examination of essential knowledge, key abilities or core competencies of the Chinese subject in the task design. Further optimizing the application of subject cognition context in the design of questions in the Chinese subject of college entrance examination can strengthen the basic status of language subjects, develop the guiding teaching function and promote the improvement of students’ core competencies of Chinese subject.

关 键 词：高考语文 学科认知情境 必备知识 关键能力 核心素养 情境化试题 

分 类 号：G405[文化科学—教育学原理]