Research On The Chinese Modern Reading Test Questions In Dalian City's High School Entrance Examination From 2012 To 202

As the final evaluation of the compulsory education stage,the secondary school entrance examination not only undertakes the task of measuring students’ mastery of knowledge in various disciplines,but also provides a new starting point and basis for students’ subsequent learning into higher grades and teachers’ teaching.A new round of curriculum reform is being carried out,and the examination has become the key link of the evaluation system.The 2022 compulsory education curriculum standard will have a significant impact on the Chinese examination question system and the teaching activities of teachers and students.Chinese is an important subject in the middle school entrance examination,and modern text reading is the focus of the examination of the Chinese subject.The mandate of modern text reading in the middle school entrance examination reflects the reform of education evaluation in the new era,and should also reflect the education evaluation system and mechanism scientifically and efficiently.The author has studied the modern text reading proposition of the high school entrance examination in Dalian in the past ten years,and found that there is not much research on Dalian.Therefore,he chose the modern text reading proposition of the high school entrance examination in Dalian from 2012 to 2022 as the research object,explored the basis and characteristics of the proposition,investigated the local teachers and students in Dalian,and explored the limitations of the proposition,in order to better understand the modern text reading of the high school entrance examination,study the modern text reading of the high school entrance examination,and upgrade the modern text reading of the high school entrance examination,It provides referential suggestions for the future modern essay proposition and reading teaching in junior high school,and becomes a driving force to promote the reform of Chinese evaluation in the secondary school entrance examination in Dalian.The main body of this paper consists of four parts.The introduction section sequentially elaborates on the research background and significance,research status,and research methods of this paper.The first chapter of this paper mainly clarifies the basis for the modern Chinese reading proposition in the 2012-2022 Dalian high school entrance examination,and analyzes the characteristics of the proposition.The propositions are based on the "Chinese Language Curriculum Standards for Compulsory Education",the requirements for the middle school entrance examination propositions of the Ministry of Education,and the opinions on the middle school entrance examination propositions of Dalian City.The characteristics of propositions are: the focus of the text,the stability of the question type,the thoughtfulness of thinking,and the understanding of knowledge.The second chapter investigates the situation of the modern literature reading test questions in Dalian.After collecting and analyzing the questionnaires,it reveals the limitations of the modern literature reading questions in Dalian City’s high school entrance examination:limited exemplary content,limited flexibility in question types,limited content diversity,and limited completeness in material selection.The third chapter proposes inspiration for the proposition and teaching of modern Chinese reading in the Dalian high school entrance examination.The suggestions for propositions include propositional space,propositional form,propositional materials,propositional perspective,and propositional content.The inspiration for modern Chinese reading teaching in junior high school mainly revolves around the reform of Liaoning Province’s middle school entrance examination,teachers’ reading literacy,text interpretation,teaching methods,classroom atmosphere,class types,and teaching research activities.The aim is to provide reference proposition suggestions and modern reading teaching inspirations,laying a solid foundation for achieving quality education.