Research On The Reading Test Questions Of Modern Chinese For College Entrance Examination In The New Century

In modern society,reading literacy plays a role in individual's education,lifelong learning and participation in social life,so international organization and education departments have widely developed reading assessments to measure students' mastery of reading literacy.Students'test performance not only is used to predict their future development,but also as an important indicator for countries to reflect on their education systems.College Entrance Examination is vital to our curriculum evaluation and pursing progress in China's recent curriculum reform necessarily requires an inspection of the curriculum evaluation system.For Chinese subject,reading test is the key to College Entrance Examination and it is also a high-stakes test to assess students'reading achievement.So research on reading test of the College Entrance Examination concerns talents selection and Chinese instruction orientation,and the study is to see whether it can measure students'reading ability effectually,also for a more reasonable evaluation method to purse the progress in Chinese instruction.This study from historical,international and academic perspectives views the evolution of reading assessment in College Entrance Examination.First chapter mainly analyzes the reading text,reading constructs and reading tasks in recent twenty years.Second chapter based on international comparative perspective analyzes the characteristics of SAT and ACT reading tasks and PISA,PIRLS,NAPE reading assessment frameworks,to reflect reading test in China's College Entrance Examination.Third chapter by means of questionnaire to survey the cognition and acceptance of Chinese teachers and senior 3 students in high school on the reading assessment of the College Entrance Examination in the past five years.The fourth chapter under the guidance of reading theories,learning from international reading assessment frameworks,combined with feedback from teachers and students,puts forward suggestions for reading test of College Entrance Examination based on the Chinese Curriculum Standard for Ordinary Senior High Schools(2017).From historical perspective to view the evolution of reading assessment in College Entrance Examination,the research finds out the reading assessment distinguish text types to measure different reading skills,and the texts have regard for the value of Chinese traditional culture,contemporary social changes in China,and reflections on modern civilization.Also,the test design is clear and pays special attention to characteristics of different text types,in particular,argumentation texts focus on viewpoints and arguments,literary texts focus on figures,structure and language features of the works,and practical texts focus on the retrieval and synthesis of information.Besides,most reading tasks require higher levels of reading skills and cognitive abilities such as inference and evaluation.While the reading materials adopted in reading test are limited,the content of texts is usually beyond students'experience,situations designed in test are not enough representatives of reading situations faced by students in reality,and reading items are not typical reading tasks.To be more specific,argumentation texts are highly academic,resulting in students' lack of background knowledge and inhibition of reading motives;tasks design of literary texts often take expert interpretation as the starting point of proposition,which makes the evaluation degenerate into comparing students' interpretation with standard answers,thus violating normal state of literary reading in which readers independently discover the potential meaning of the text;After the redesign of practical texts test,it mainly inspects students'ability to extract and analyze general information,less involves the evaluation of information.On the other hand,the international reading assessments have special regard for subject status and the reading initiatives of students,so the starting point for designing reading tasks are in-depth research on students' reading and representation of the typical reading situation.Therefore the test texts chosen and the reading tasks designed all conform to the development of students' cognition and thinking.By means of questionnaire to survey the acceptance of Chinese teachers and senior 3 students in high school on the reading assessment of the College Entrance Examination in the past five years,the results show that most teachers basically approve of the validity of the reading assessment of College Entrance Examination.Only some teachers have high evaluation on the reading test,while students generally have low recognition on the reading assessment of College Entrance Examination.Text materials chosen should be close to students' experience,tests should pay close attention to measure students' reading ability and thinking quality,and propositions should be more reasonable,which are the main suggestions of teachers for the reading tests.Complex reading materials,difficult reading tasks and long reading materials are the most important reasons why students think it is hard to take argumentation,literary and practical texts reading test.Moreover,students do not quite agree with the connection between reading in College Entrance Examination and their daily reading,but generally admit that teachers' instruction helps them prepare for reading test.Learning from international reading assessment frameworks,under the guidance of reading theories,combined with feedback from teachers and students,this paper puts forward suggestions for reading test of College Entrance Examination based on the Chinese Curriculum Standard for Ordinary Senior High Schools(2017):enrich the materials of reading texts,texts chosen close to students' experience,represent a wide range of reading situations,and represent typical reading tasks.The starting point of these suggestions is the recognition of the subject status of students,and the recognition that the nature of reading is the subject behavior of students'enriching experience and constructing meaning.The reading evaluation is ultimately to measure students' reading ability.