Analysis Of Senior Secondary School Ideological And Political Science Academic Level Examination Questions And Teaching Suggestions

Under the background of the New College Entrance Examination,the high school ideological and political academic level examinations have undergone major reforms.The examinations are divided into qualifying examinations and graded examinations,with the results of the qualifying examinations being the basis for measuring students’ graduation from high school and the results of the graded examinations becoming an important basis for admission to universities.As a tool and means of educational assessment,the Academic Level Examination(ALE)not only tests the academic quality level of students,but also has a positive guiding effect on teachers’ teaching,and can promote teaching reform through examination reform.With the reform of the New College Entrance Examination,the Academic Level Examination in Senior Secondary School Ideology and Politics has attracted much attention from senior secondary school teachers,who urgently need to understand the requirements of the Academic Level Examination,the educational and teaching orientations of the examination,so as to improve their teaching methods and the quality of their teaching.Therefore,based on the analysis of the examination questions of the Academic Level Examination in Senior Secondary Thought and Politics,we propose targeted teaching suggestions,which are of great practical significance in promoting the teaching reform of Senior Secondary Thought and Politics(hereinafter referred to as Senior Secondary Thought and Politics).In response to the problems of a single perspective of research on the senior high school academic level examination,similar research contents and the lack of a systematic evaluation framework for analyzing the test questions,based on the Marxist theory of comprehensive human development,educational measurement theory and educational evaluation theory,this paper uses literature analysis,case study analysis and interviews to systematically analyze the test questions of the senior high school ideology and politics academic level examination in the past four years.This paper firstly studies the General High School Ideology and Politics Curriculum Standards(2017 Edition Revised 2020)(hereafter referred to as the new standards)to deeply grasp the subject’s task-oriented assessment framework for the academic level examination.Secondly,a systematic analysis of the senior secondary ideological and political science academic level examination questions is conducted based on the assessment framework.Finally,interviews are conducted with front-line secondary school teachers to understand the current situation of teaching and learning in senior secondary school Civics and to make targeted teaching suggestions based on the analysis of the test questions.A systematic analysis of the questions on the Senior Secondary School Ideological and Political Science Academic Level Examination reveals a trend towards literacy-oriented questions,well-structured contexts,appropriate selection of subject tasks and comprehensive examination of subject content,which is a great guide for teaching.However,the interviews revealed that the current teaching of senior secondary Civic Studies has problems such as the failure to set subject tasks appropriately with a literacy orientation,the failure to construct relevant contexts from life,the failure to focus on students’ dynamic learning performance of knowledge-language-thinking,and the failure to accurately grasp the objectives of the curriculum to implement developmental assessment,which hinders the cultivation of students’ core subject literacy and is out of step with the requirements of the Academic Level Examination.Based on this,we propose targeted teaching suggestions from the perspectives of appropriate setting of subject tasks,precise construction of problem situations,dynamic integration of subject content and implementation of developmental assessment,in order to promote the integration of examination and teaching and strengthen the orientation of education.