The Functional Study Of The High School Level Examination In The Context Of The New College Entrance Examination

In 2014,the State Council promulgated the document "Implementation Opinions of the State Council on Deepening the Reform of the Examination Enrollment System",which calls for the deepening reform of the examination and enrollment system under the new background.The document stipulates that the high school academic level examination should be included in the college entrance examination enrollment system.At this point,high school academic level examination has a new change.In contrast to the past,in the context of the new college entrance examination,high school academic level examination in addition to carry the original identification of students' academic level,guide teachers to teach,monitor the quality of school education and other original functions,and on this basis was given a new function-selection function.In view of this,high school academic level examination not only plays its original function,but also on this basis is given full play to new features,which also laid a high school academic level examination multi-functional orientation.However,there is still a conflict and disagreement between the multi-functions of the current high school academic level examination.It is necessary to analyze the specific characterization of the conflict and disagreement between the various functions of the high school academic level examination,find out the reason and essence behind the problem,and through the theoretical level to discuss the feasibility of the multi-functional organic integration of high school academic examination.This article is from the above aspects divided into four parts to discuss:In the first part,in this part,the author elaborates the functional requirements of the new college entrance examination background to the high school academic level examination,and then draws out that under the new situation,the high school academic level examination tends to diversify the function.In the context of the new college entrance examination,we have to consider that how to ensure that each function of high school academic level examination can give full play.The second part,I believe that the background of the new college entrance examination high school academic level examination function tends to diversify.How-ever,we have to face there is a conflict between the multi-function of high-school academic proficiency test.This multi-functional conflict problem,if not taken seriously,will not be able to achieve its full play.Therefore,this article in this part from the functional orientation,functional weight,functional action and functional results show four aspects of the statement.This paper expounds the functional conflict and disagreement between the multi-functions of high school academic level examination.And the article also analyzes the causes of the conflict and disagreement between the multi-function of high school academic level examination.In the third part,after fully analyzing the functional problems of the high school academic level examination and the root of the problem,this paper argues that the key to resolving the conflict and disagreement between the multi-functions of the high school academic level examination is to use the scientific theory to guide the high school academic level examination.Therefore,this article introduces synergy in thispart.First,this paper elaborates the main contents of synergetics,including the definition of synergy,the core view-emphasizing synergy,promoting servo,attaching order parameters and paying attention to self-organization;Second,this paper demonstrates the appropriateness of collaborative theory in the study of the function of the high school academic level examination.The fourth part,this part is the last part of this study.In this part,this paper will put forward some specific feasibility recommendations and measures.based on the above analysis of the problem and the theoretical level of the basic premise,around the center of promoting the multi-functional organic integration of high school academic level examination.