Research On Ninth Grade English Reading Comprehension Performance Based On Bloom’s Classification Of Educational Objectives Theory

According to the requirements of the new curriculum reform,teachers should develop students’ high-level thinking ability in the teaching process,so as to improve students’ abilities.In English learning,the level of reading ability directly reflects the level of students’ English learning ability and English application ability.In junior high school English proficiency test,the score of reading comprehension test also accounts for 25% of the total score of the test.The score of English reading comprehension seems to be the key to the success of the test.In reality,if teachers can grasp the intention of the test taker and guide the students to analyze their performance correctly according to the students’ cognitive ability,then they can develop and improve their cognitive ability of advanced thinking and improve their English reading ability.In order to solve this problem,this study focuses on two main problems: first,what are the characteristics of the test questions of English reading comprehension set in the cognitive process dimension distribution;second,what are the characteristics of the test questions of English reading comprehension set in the ninth grade in the compulsory education stage How do students perform on the cognitive level of English reading comprehension test.After the analysis of this study,the conclusions are as follows: Firstly,the question types of reading comprehension test in Grade 9 meet the requirements of curriculum standard and examination syllabus,and meet the five level requirements of "reading" in language skills of new curriculum standard,in which the ability of students to obtain information and infer from the above and the following accounts for a large proportion.Secondly,the setting of test points also reflects the examination of five cognitive thinking abilities in the revised Bloom’s classification of educational objectives,especially the examination of students’ ability of understanding and analysis,while the ability ofcreation is not involved in the objective reading comprehension.Thirdly,from the perspective of students’ performance in the dimensions of "memory","understanding","application","analysis" and "evaluation",students’ performance in the aspects of "memory" and "understanding" is better than that of other cognitive thinking levels,and the ability of "application" needs to be improved.