Research On Situational Examination Questions Of Chinese For Senior High School Entrance

The senior high school entrance examination bear the dual tasks of graduation and selection of students,so the middle school examination questions have always been the focus of attention of frontline teachers and researchers.Under the background of the core literacy-oriented curriculum reform,the senior high school entrance examination has also shown an unprecedented trend of reforms.It has begun to change from knowledge and ability to literacy,focusing on the examination of students' true ability to solve practical problems in specific and real situations.In this process,situational examination questions have gradually become the mainstream of the question-setting system for the senior high school entrance examinations.Researching the situational examination questions can not only discover the advantages and problems of the existing test questions,and provide some help for the preposition of the situational examination questions of the middle school entrance examination,but also can promote teaching through the test,force the reform of teaching content and teaching methods,and prompt students change the traditional mechanical learning method,so as to realize the improvement of students' comprehensive ability and the real development of the core literacy of the subject.Based on this,this article first consults and sorts out the literature related to the situational examination questions,and got a preliminary understanding of the relevant research results of the situational examination questions at this stage.Then,represented by the Chinese test questions in the Changsha Senior High School Entrance Examination in the past five years,the situation was analyzed from the two perspectives of form and content.Data statistics,trend analysis and further analysis of the specific characteristics of the quantitative score,question structure,presentation mode and expression form of the standardized test questions,such as "non-self" tends to "self",highlighting individual consciousness;keeping close contact with life,taking into account the characteristics of the times;focusing on the virtues of establishing people,inheriting traditional culture;emphasizing migration and application,focusing on advanced thinking,etc.At the same time,it is compared with the related results of the situational examination question setting of other cities,and its existing problem patterns are solidified,the situation is empty and false,the presentation method is single,the lack of integration of disciplines and the lack of regional characteristics are deeply analyzed.It puts forward corresponding suggestions on the formulation of situational examination questions from four aspects: the conception of the test questions,the contextual materials,the contextual problems and the evaluation criteria.Since the study of situational examination questions is not limited to the field of academic quality measurement and evaluation,it can also provide a certain reference for teaching.Therefore,this article also has an in-depth reflection on the application of the relevant results of the situational examination question research and the order system in teaching.The research believes that teachers should creatively integrate the relevant experience of the situational examination question system into the teaching process of the core literacy of the subject,promote the benign interaction between the situational examination questions and classroom teaching,and help students improve the level of language literacy and the development of core literacy.Specifically,it can be considered from the following aspects: changing teaching concepts and enhancing situation awareness;integrating teaching resources and creating multiple situations;focusing on core literacy and designing typical tasks;changing evaluation concepts and improving the evaluation system.