Research On The Current Situation Of The Proposition System Of Basic Knowledge Of Chinese In The Middle School Entrance Examination

Basic knowledge of language is the basic activity of language learning and a necessary process for improving the core literacy of language subjects.This paper selects the "Basic Knowledge" questions of the Chinese language examination in the Beijing Paper,Dalian Exam and Hangzhou Exam in the past five years as the research object for research.Chapter 1 is the preface of the paper,which expounds the research background of this paper,defines the connotation of the three concepts of the middle school entrance examination,language "basic knowledge" and Chinese language "basic knowledge" questions,clarifies the theoretical and practical significance of the research,and sorts out and summarizes the literature review of related research.Chapter 2 explores the characteristics of the basic knowledge of Chinese language test questions under the core literacy,and in terms of form,through the analysis of the score,question volume and question type of the test questions,it is found that the test question structure tends to be stable,the question type is stable and the question is changing,and the integration of the test question is enhanced.In terms of content,from the perspective of the corpus of the test questions,it is found that it has three characteristics: value orientation,rich corpus themes and attention to current affairs hot spots.In view of the above characteristics,combined with the typical test questions in the three places,the proposition system suggestions are proposed,which are to maintain the stability of the score and question volume,pay attention to the flexibility of question types,and the corpus selection is close to real life.Chapter 3 evaluates the test objectives of the basic knowledge of Chinese language test questions in the middle school entrance examination,selects Anderson’s target taxonomy theory as the analysis framework,analyzes the relevant content related to basic knowledge in the curriculum standards and the current situation of the basic knowledge test questions in the five-year middle school examination in three places from the two dimensions of knowledge type and cognitive dimension,and makes such a classification table of test questions.In terms of knowledge dimension,the characteristics of propositions basically conform to the spirit of the new course standard,focusing on the examination of factual knowledge,followed by conceptual knowledge and procedural knowledge,and almost no examination of metacognitive knowledge.In terms of cognitive dimension,there are problems such as mismatch between cognitive dimension examination and course standard requirements,and unclear proposition positioning and test objectives.Based on this,three suggestions are put forward for the assessment objectives: maintaining the proportion of questions of various types of knowledge,the examination requirements of the cognitive dimension,and the propositional positioning of clear basic knowledge.Chapter 4 analyzes the situation creation of the basic knowledge of Chinese language test questions in the middle school entrance examination,and summarizes the overall characteristics of propositions that attach importance to situation creation,are contemporary and typical,and pay attention to the awareness of situational subjectivity.However,there are also problems such as uneven distribution of types,low quality of creation,and single presentation of test questions,and three suggestions are put forward on the basis of which three suggestions are put forward: "real" life situations,"close" content selection,and "comprehensive" situational systems.Chapter 5 reflects on the enlightenment triggered by the basic knowledge of Chinese language test questions in the middle school entrance examination,and reflects on the three levels of test question makers,teacher teaching and student learning.The ordained should implement the instrumental characteristics of basic knowledge,adhere to the principle of standard propositions,and attach importance to the ability to turn to comprehensiveness.In the teaching process,teachers should first change their concepts and teach effectively,secondly,they should create situations,introduce teaching in a timely manner,and finally explore resources to enrich language teaching.In self-learning,students should not only enhance their understanding and attach importance to basic knowledge of language,but also consolidate their foundation and improve their core language literacy.Aiming at the current situation of the proposition system of the basic knowledge of Chinese in the middle school entrance examination,this paper takes the middle school examination in Beijing,Dalian and Hangzhou in the past five years as a typical case,conducts quantitative statistical analysis of the elements of this type of test question,and summarizes and analyzes the overall characteristics,test objectives,situation creation and other aspects through visual data display,sorts out the general trend of the proposition system of the basic knowledge of Chinese language test questions in the middle school entrance examination,puts forward corresponding proposition suggestions,and finally summarizes and analyzes the proposition from the proposition holder,Relevant insights are drawn from the perspective of teacher teaching and student learning,in order to provide thinking for proposition optimization.