Research On The Chinese Contextual Examination Questions In College Entrance Examination

Using context as a carrier to examine the development level of core literacy is not only the consensus of the domestic basic education in the evaluation of various disciplines,it has also become the world's discourse in education evaluation reform based on literacy evaluation.The Examination Center of the Ministry of Education promulgated the "China College Entrance Examination Evaluation System" in November 2019,scientifically constructing a new era college entrance examination system with "one core,four layers and four wings" as the main content,and it is clear at the proposition level that the "context" should be used as the main content.Examine the carrier.At this stage,while the practice of contextualized propositions is actively promoted in the Chinese college entrance examination,it also shows some problems,such as vague understanding of the "situation" in the context of test comments,consciousness and operation lagging behind the pace of theoretical reforms,and pointing to optimization strategies.Related research needs to be further enriched.Based on this,through the use of literature research methods,case research methods,statistical analysis methods,and comparative research methods,this research starts from explaining the theoretical basis of the contextual test questions,and uses the national papers of the new Chinese curriculum standard for the college entrance examination from2016 to 2020 as the research materials.Experience in designing test questions from other regions and international academic assessment projects at home and abroad,exploring the current situation and optimization strategies of contextualized propositions in the Chinese college entrance examination.The article is divided into five parts as a whole.The first part is to understand the research dynamics of contextualized Chinese propositions by consulting,combing and analyzing relevant literature,objectively understand the meaning and value of topic selection,and clarify the research purpose and research methods.The second part is the first chapter.It explains the theoretical basis of the contextualized test problem setting system,and clarifies that the "context" in the context of the college entrance examination evaluation is the background of the real problem related to subject cognition,social life communication,and personal emotional experience.It is a task-centered activity field carrier.It also discusses the theoretical framework of Chinese contextualized test questions from the aspects of constituent elements,functional value,and order process,and analyzes the types of "context" in the context of Chinese testing.The third part takes the national papers of the new Chinese curriculum standard for the college entrance examination from 2016 to 2020 as the main research object.The case study and overall comparison,longitudinal analysis and longitudinal comparison,quantitative statistics and qualitative analysis are combined to explore the current situational examination questions.Content,background material,and the relationship between the situation and the task.The fourth part is the third chapter.While summarizing the quality characteristics of the current contextualized propositions of the college entrance examination,such as positive orientation,outstanding realistic concern,and rooted core literacy,it also reflects on the existing shortcomings,such as fewer high-level literacy tests and speculative thinking.The space is narrow,and the question design is solidified.The last part is aimed at existing problems,centering on the realistic requirements of the new college entrance examination and new textbooks for the propositions,following the contextualized test proposition path of goal conception,background selection,task creation,answer scoring,and combining test design examples to propose the college entrance examination language context The optimization strategy for the formulation of test questions.