A Study On The Design Of Test Questions For Multi-text Reading Assessment In Junior Middle School

Reading ability is a basic skill necessary for the survival and development of students.Reading ability is related to the development of other abilities.It is a very important learning ability and plays a key role in the individual development of students.With the development of the information age,students are exposed to a large number of fragmented information from various channels every day.Multi-text reading is a brand new way of reading,and multi-text reading ability is the ability to identify and integrate these fragmented information and incorporate it into their own thinking system.Then how to test students' multi-text reading ability,a matching scientific multi-text reading test is very important.First of all,scientific test questions can accurately detect students' multi-text reading ability and current reading status,and find the high point of students' ability,so as to make up for students' missing ability and promote the development of students' comprehensive literacy in the information age.Secondly,scientific multi-text reading test questions can provide enlightenment and suggestions for teachers' subsequent teaching,which is beneficial for teachers to provide targeted teaching for students' missing abilities.The purpose of this paper is to explore the design technology of multi-text reading test questions in junior middle school based on the research materials of the comprehensive use of Chinese in the middle school entrance examination of Shanghai from 2015 to 2019 and the test sample of PISA 2018.Using literature research,case analysis and comparative research and other research methods,from the ability of text reading assessment framework,organization of text materials,situation creation,development and matching questions,the answers given set out to explore more than junior high school text reading assessment system of the testing technology,so as to provide reference for proposition of people.The research contents are as follows: The introduction introduces the origin of the research,sorts out the previous research results and makes a review of the research,and determines the research methods and ideas of this paper.The first chapter mainly constructs the ability framework of multi-text reading evaluation,and clarifies the necessary ability requirements of students in multi-text reading,which should include five ability levels: the ability to interpret information,the ability to integrate information,the ability to conclude and deduct,the ability to compare and evaluate,and the ability to use and create.The second chapter studies the text complexity and multiple collocation of multi-text reading assessment from the perspective of the organization of text materials,and suggests that multi-text reading assessment should adopt diversified sources of materials,innovate the form of composition,and change the type of organizational structure.The third chapter mainly studies how the text reading assessment situation creation,will be more compared with single text text,multiple text has the directivity,level,is the essential characteristics of complexity,authenticity,to suggest assessment should be guided by the specific task,creating complex problem space,follow the logic of the real,pointing to the real ability assessment.The fourth chapter analyzes the question type setting and ability level matching of multi-text reading assessment from the perspective of question type development and ability matching,and suggests that multi-text reading assessment should adhere to the idea of ability and enrich the form of assessment.The fifth chapter summarizes its advantages and disadvantages by comparing the traditional evaluation,PISA evaluation and SOLO classification evaluation on the basis of the first four parts,and puts forward the suggestion that the multi-text reading evaluation should construct a complete and scientific scoring standard and provide multiple possibilities for the answer.The conclusion part combs the previous text,reflects on the deficiencies,and looks forward to the future,in order to enrich the research system of multi-text reading evaluation.Due to the limitation of data and my theoretical level,the research depth of this paper is somewhat insufficient.I hope to continue to improve this research in my future study and work.