基于可观测学习成果分类评价(SOLO)的高考英语阅读试题分析及其启示--以2021-2022年高考英语卷为例  

Analysis of the College Entrance Examination English Reading Tasks Based on SOLO Taxonomy and Its Implications--Taking the English Papers of 2021-2022 College Entrance Examnation for Example

作　　者：王栋[1] 唐倩南 Wang Dong;Tang Qiannan(Jiangsu University of Science and Technology,Zhenjiang Jiangsu 212100,China)

机构地区：[1]江苏科技大学,江苏镇江212100

出　　处：《基础教育外语教学研究》2023年第10期45-50,共6页Foreign Language Teaching & Research in Basic Education

摘　　要：可观测学习成果分类评价(SOLO)是衡量学习者思维水平的一种方法,能够运用于探究考试试题对考生各层次思维水平的考查情况。本文基于可观测学习成果分类评价理论对我国2021-2022年八套英语高考试卷中的阅读理解试题(第一节)进行了主题分析,发现考查单/多点结构层次所占比例最大,关联结构层次次之,而抽象拓展结构所占比例最小。研究结果表明高考英语阅读理解存在思维水平层次考查不平衡、题型结构单一等问题。今后高考英语阅读理解命题应丰富阅读篇章的主题和体裁、提高抽象拓展结构层次试题比例、增加试题考查形式。教师则应在日常课堂教学中强化对学生多元思维特别是高阶阅读思维能力的培养。SOLO taxonomy is an effective method for evaluating the quality of learning.It can be applied to examine learners'thinking ability at all levels in various achievement test.Based on the SOLO taxonomy,this paper analyzes the reading comprehension part(Section I)in eight sets of National English College Entrance Examination papers in 2021 and 2022 through theme analysis.It is found that single structural and multi-structual level questions account for the largest proportion,followed by relational level questions,while extended abstract level questions account for the smallest proportion.The results of the study show that there are some weaknesses in English reading comprehension section of the college entrance examination such as the imbalance of cognitive level of evaluation and a lack of diversity in the question structure.The proportion of questions at extended abstract level questions should be increased in future reading tests and the topics and genres of reading passages should be enriched.In addition,the forms of test questions should be diversified.Teachers are encouraged to strengthen the cultivation of students'pluralistic thinking,especially highlevel thinking skills in their daily reading teaching practice.

关 键 词：SOLO分类评价 高考英语 阅读理解 试题分析 

分 类 号：G63[文化科学—教育学]