高考日语听力试题中的认知策略及其教学启示(2017—2023年)  

A study on the cognitive strategies in the listening test items of National Matriculation Japanese Test from 2017 to 2023 and its pedagogical implications

作　　者：陈建梅[1] CHEN Jianmei

机构地区：[1]福建师范大学外国语学院,福建福州350007

出　　处：《外语测试与教学》2024年第2期43-50,59,共9页Foreign Language Testing and Teaching

摘　　要：听力是高考日语试题的重要组成部分。本文以2017—2023年高考日语听力试题为研究对象,结合《新课标》和《考纲》对听力素材主题类别和听力题型进行考察。结果显示,《新课标》的“主题引领”理念为听力素材的选择和设计提供了多样性,《考纲》中的题型设定实现了对认知策略的考核。试题考核要点本质上体现了《新课标》学科核心素养的要求。然而,当前高中日语教材的听力练习设置与试题的实际特点并不完全契合。对此我们应从教材编写、教师教学、学生学习等多维度着力,围绕日语学科核心素养,融入更多的认知策略训练,提高日语听力教学的质量和效果,以适应听力试题难度在逐年攀升的趋势。Listening is an essential part in National Matriculation Japanese Test(NMJT).This paper examines the thematic categories and the question types of the listening items in NMJT from 2017 to 2023 from the perspective of New Curriculum Standards and Examination Syllabus.The results show that the“theme guiding”concept of New Curriculum Standards provides diversity for the selection and design of listening materials and that the question types set according to Examination Syllabus enables the assessment of cognitive strategies.The key points of the test items essentially reflect the requirements of the core literacies of New Curriculum Standards.However,the current listening exercises in high school Japanese textbooks do not fully align with the characteristics of NMJT in practice.To comprehensively improve the quality and effectiveness of Japanese listening teaching,it is urgent for us to focus on the core literacies of Japanese as a subject and carry out in-depth improvements from multiple dimensions,including textbook compilation,teachers teaching methods and students learning strategies.We should actively integrate more cognitive strategy training to cope with the increasing difficulty of listening test items year by year,thus jointly promoting the development of Japanese listening teaching to a higher level.

关 键 词：高考日语 听力 《新课标》 《考纲》 认知策略 核心素养 

分 类 号：H319[语言文字—英语]