Research On Reading Comprehension Of Contemporary Chinese Literature In Jiangxi Provincial Senior High School Entrance Examination In Recent Ten Years

Evaluation is a vital factor affecting the implementation of teaching.A series of questions,such as how the evaluation can give full play to the educational nature of the test and more reasonably realize the leverage of evaluation,are all critical topics in the field of examination research both home and abroad.The senior high school entrance examination is equipped with the dual functions of detecting the academic level of junior high school students and selecting candidates for high schools,and it plays an important guiding role in changing both teachers' teaching concepts and students' learning methods.The scores in the literature reading can also reflect students' mastery of reading at present,which is convenient feedback to teachers' daily teaching to further improve teaching.This paper takes the reading comprehension of contemporary Chinese literature in the Jiangxi Provincial Senior High School Entrance Examination in the past ten years as the research object.The initial introduction part introduces the research background of questions in the entrance examination,in addition,the significance and specific content of this research are clarified in this chapter,according to the current research status of questions in the modern literature reading.The second chapter starts with the selected texts in modern literature reading of Chinese in the Jiangxi Provincial High School Entrance Examination in the last ten years,and mainly sorts out and analyzes from four aspects of article length,specification,genre,and theme of selected articles.On basis of analysis,it is found that the reading quantity of selected texts is increasing year by year,the annotation of selected texts basically conforms to the norm,the genre is mainly narrative texts,the examination of discontinuous texts is added,the theme and content are close to students' real life,and adheres to a correct value orientation.The third chapter summarizes and organizes the test form and content over the past ten years.In detail,the major question type in the examination is the subjective question,the total points of the modern literature reading have remained unchanged over the years,the number of questions is generally controlled within a reasonable range,the test focus and key concepts match the corresponding ability level,and the questions of different texts has its own emphasis.Based on an overall question analysis and combined with the proposition basis of Chinese in the Jiangxi Provincial High School Entrance Examination,the fourth chapter explains the following shortcomings in the test composition: the length of the selected texts is too long,the genre of the selected article is relatively narrow,the standardization of text selection needs to be strengthened,and some questions still are outdated and lack of new ideas.Given the above deficiencies,the author puts forward three suggestions for improvement.Initially,adjust the length of texts,and standardize the setting of questions.Secondly,broaden the types in text selection,and balance the proportion of various genres.Lastly,enrich the ways to ask questions,and create propositional situations.The fifth chapter puts forward some advice for teachers to carry out in teaching,based on the overall research on the Chinese examination over years,and combined with personal experience in educational practice and the current learning situation of Chinese modern literature reading in junior high schools.It is suggested that teachers should treat examinations dialectically,make rational use of teaching resources inside and outside the classroom,and respect the dominant position of students in the class.The author also designed specific teaching cases to provide a reference for promoting the coordinated development of teaching,learning,and examination.The research in this paper is aimed at the contemporary Chinese literature reading in the Jiangxi Provincial High School Entrance Examination.It does not mean to advocate exam-oriented education.The research purpose is to allow teachers to better guide students to gain,learn and experience from reading,to love reading more in the test,to find problems in reading teaching more effectively,and to correct them,in order to achieve a virtuous circle of teaching,learning and examination.