A Study On Modern Text Reading Questions In The Middle School Examination Based On PISA Reading Evaluation Framework

Reading literacy is not only the key to PISA reading evaluation,but also the core content of Chinese education.Chinese as one of the main subjects of junior high school academic level test,its modern text reading part focuses on the students' reading literacy.However,there is no relatively scientific reading literacy evaluation system in China,which leads to the lack of a relatively unified analysis framework.It is a good choice to learn from the authoritative and scientific PISA reading evaluation in the world.On the one hand,we can understand the latest developments of international reading evaluation and keep pace with the times.On the other hand,it can also provide some experience and reference for the perfection of reading evaluation in China.Based on this,this research draws on the latest round of reading assessment framework that focuses on reading,namely PISA2018,and takes 16 sets of modern text reading test questions involved in the 2013-2020 High School Entrance Examination in Chongqing City in A and B as the research object.Let's further examine the specific situation of the modern text reading test questions in Chongqing Senior High School Entrance Examination.In the collection of test question data,this research mainly uses content analysis to perform quantitative statistics on the text,cognition,and question type dimensions of the 32 texts and 152 test questions in the modern text reading part of the 2013-2020 high school entrance examination in Chongqing.And,combined with the statistical data to classify and describe,longitudinally sort out the outstanding characteristics of modern text reading of Chongqing's high school entrance examination,reflect on its shortcomings,and propose specific improvement measures to promote reading evaluation and reading teaching become more perfect.The final results of this research are mainly divided into two sections:characteristics and problems,enlightenment.Under the framework of the PISA reading assessment,the characteristics and problems reflected in the Chongqing senior high school entrance examination questions of modern text reading are the starting point of this research,and the enlightenment on reading assessment and teaching derived from this becomes the end point of this research.The first section is the characteristics and problems.It explores the three dimensions of the PISA reading assessment framework:text,cognition,and question types,and rationally analyzes the modern text reading questions of the Chongqing High School Entrance Examination.First of all,in the text dimension,the prominent features mainly include personalized text context,continuous text form,stabilized text type,singular text source,static text structure and navigation.The main problem is the lack of examination of career situations,insufficient attention to discontinuous texts,and insufficient text type diversity;Secondly,in the cognitive dimension,the characteristics presented mainly include emphasis on the understanding of texts,attempts and evaluation of cognitive strategies for multi-text reading,the proportion of evaluation and reflection is relatively large.The main problems are the violation of the principle of subordination of the text,insufficient attention to the cognitive strategies of multi-text reading,the focus of reflection on the text form,and the failure to examine the evaluation of the quality and reliability of the text;Finally,in the question type dimension,the characteristics reflected mainly include a high proportion of closed questions and a large difference in the proportion of subjective and objective questions.The problems are mainly concentrated in the lack of openness of the test questions and the incomplete types of questions.The second section is enlightenment.I think about the modern text reading assessment of the senior high school entrance examination and the teaching of Chinese reading in junior high school,and get some enlightenment.On the one hand,combined with the outstanding problems in the three dimensions of text,cognition,and question type in the reading of modern text in the Chongqing High School Entrance Examination,we put forward specific suggestions for improvement in the reading assessment of modern texts in the high school entrance examination: the text dimension needs to pay attention to the authenticity of the context of the text,the multiplicity of text forms,and the diversification of text types;the cognitive dimension needs to pay attention to the principle of subordination of text questions,the cognitive strategies of multi-text reading,the criticality of thinking,and the diversification of cognitive strategies;the dimension of question types needs to be paid attention to The openness of topic design and the rationality of topic arrangement.On the other hand,starting from the teaching goals,implementation,and evaluation,it explores the strategies for perfecting the teaching of Chinese reading in junior high schools,that is,adhere to the goal-oriented literacy concept,strengthen the teaching and training of cognitive strategies,and turn to teaching evaluation that promotes learning.