A Comparative Study Of TSA And Chongqing Ten School's Entrance Examination Reading Test Questions

Reading is an important part of Chinese language learning,an indispensable activity of human society,and the basis for learning various disciplines.Especially since the 21 st century,with the successive implementation of PISA and PIRLS,countries and regions have become more pay attention to examining reading literacy and standardize reading assessment techniques.From 2001 to 2011,Hong Kong participated in a total of three PIRLS,from 14 th place in 2001 to2 nd place in 2006.It took Hong Kong only 5 years to finally participate in the third time in 2011.Hong Kong was able to make such a huge progress in the evaluation.On the one hand,Hong Kong promulgated a series of new policies to promote the development of education,such as the implementation of 12-year compulsory education and fine-tuning of the language of instruction;The development of assessment is related to the education assessment of the territory-wide system assessment(Territory-wide System Assessment(TSA)).This article compares this highly authoritative evaluation method with ten schools with high reputation in Chongqing at the same stage and the same question type,and learns from each other's weaknesses in order to find out the shortcomings of Chongqing reading and evaluation and draw on the advanced aspects of TSA.Provide ideas for the improvement of Chongqing reading assessment.This research is divided into five parts:The first part of the introduction mainly describes the comparative research background of Hong Kong TSA and Chongqing Top Ten Schools,which is not only to conform to the trend of the times,but also to the needs of Chongqing's reading status assessment.Secondly,in the introduction,the author also elaborated the concept definition,literature review,the purpose and significance of the research,the research object,ideas and methods,and the theoretical basis on which the research can be carried out.In the second part,the author summarizes the Hong Kong TSA and Chongqing Entrance examination.It mainly focuses on the proposition basis,evaluation purpose,evaluation content,evaluation tools and approaches,evaluation data analysis,etc.,summarizes the previous research status,and finds this research.Thesis: There are few horizontal comparisons of reading assessments in Hong Kong and Chongqing.This research is to open up new horizons and find new perspectives and comparisons.The third part analyzes the two papers.This study uses time(vertical)and regional(horizontal)as the basis points to sort out and compare the differences between the two reading test questions,summarize the main points of differences,and summarize their respective characteristics.Hong Kong's TSA reading assessment is closer to the international large-scale reading assessment,and Chongqing pays more attention to the examination of literary texts,especially the "love" of appreciation topics.In the fourth part,the author evaluates two sets of reading assessment questions,summarizes the advantages and disadvantages of the two sets of examination papers,and analyzes the assessment methods,evaluation characteristics,and article genre characteristics.TSA reading in Hong Kong highlights the use of language proficiency tests,consistent teaching and assessment,focus on developmental evaluation,embodies the basics of Chinese teaching in primary schools,and evaluates respect for individual differences in students;its deficiencies are mainly due to the separation of teaching and examination,which increases the burden on students and reduces reading.Chongqing pays more attention to the literary emotion,difficulty and discrimination;its shortcomings are mainly the singularity of the article genre and the investigation scope is not comprehensive.The fifth part mainly expounds some of the thoughts proposed by the author based on the analysis of reading assessment.First,reading teaching should not be too utilitarian,training for scoring,should return to rationality,and focus on detection ability;second,pay attention to text genre Diversified types,"discontinuous texts" are closely related to students 'learning life,learning to read "discontinuous texts" should become one of the necessary abilities of students;third,assessment should be closer to the students' reality,only related to themselves Only students will become interested;Fourth,optimize the evaluation framework,and adjust the question type of life,the focus of students' cognitive process,etc.;Fifth,teach more strategies to students,reduce feelings,and bring more students More mastery methods.