| Taiwan is an indivisible and undisputed important territory of China.To study education in Taiwan is to study education in China.In the education of Taiwan Province,the subject ability test is an important means of selecting and educating talents in Taiwan.It is the main tool in Taiwan to achieve talent training,talent selection,and talent diversion by means of educational evaluation.It is also the key to students in the school education stage.node.Taiwan and the mainland are separated by a thin strip of water.Not only do they share a common heritage in their cultural origins,they also have many mirror image similarities in the history of educational reform and development.In the critical period of the current pilot reform of the new college entrance examination,the college entrance examination for mainland Chinese needs more external experience for reference to improve the quality of the proposition of the college entrance examination language.As a culturally homogenous Taiwan,it has many similarities with the mainland in culture,language,writing and education system,which can provide more reference for the reform of the mainland Chinese new college entrance examination.For this purpose,the main content of this paper consists of the following four chapters:Chapter 1:An overview of the Taiwan Provincial School Test and Examination System.This chapter introduces the test objectives,test time,test scope and score scoring of the Taiwan Provincial Subject Ability Test,focusing on the analysis of the functions and tasks of the Taiwan Academic Test:multiple admissions and aptitude tests.Finally,from the three aspects of the number of applicants,the number of admissions and the inclination of education policy,it is discussed that the academic test is at the core of the university entrance examination in Taiwan Province.Chapter 2:Analyze the proposition basis of the multiple-choice questions in the national liberal arts test in Taiwan Province.This chapter mainly analyzes the proposition basis of the Chinese liberal arts from three aspects:the syllabus of the Chinese liberal arts curriculum,the description of the Chinese liberal arts exam,and the selection of Chinese liberal arts textbooks.On the basis of propositions,the syllabus stipulates the ratio of Chinese language and modern essays to the test questions,stipulates the scope of the test content,stipulates that the proposition concept tends to be realistic and life-oriented;the teaching materials delineate the specific subject knowledge and test scope for the academic test,and provide The test content is operable;the test description is a detailed description of the test test,which clearly explains the ability and question type of the multiple-choice test to determine the content of the proposition.Chapter 3:Research on specific test questions of multiple-choice questions in the study of Chinese liberal arts.This chapter divides the multiple-choice questions of the national liberal arts test into four types of questions,basic knowledge questions,literary knowledge questions,cultural knowledge questions,and reading questions according to the requirements of the syllabus,test descriptions and inspection content types.Among them,there are four types of questions under the four types of questions.Divided into multiple sub-categories.At the same time,based on the cognitive dimension in Bloom’s educational goal classification system revised by Anderson,qualitative analysis of the cognitive level involved in each question type,analysis of its examination form and examination characteristics,combined with the National Taiwan University Entrance Examination Center The published test data are analyzed quantitatively,the proposition characteristics of each test type are summarized,and the integrated analysis and diachronic analysis are performed.Chapter 4:Analyze the proposition characteristics and shortcomings of the national liberal arts subjects in Taiwan Province and the enlightenment to the college entrance examinations of brother provinces.The characteristics of the learning test are to build a real situation and pay attention to life orientation;pay attention to the interestingness of the propositions and select materials that you like to hear;explore the logic of images and examine perceptual thinking;pay attention to the diversification of the propositions;pay attention to the inheritance and development of classical culture;Study,broaden the horizon of learning;construct interdisciplinary propositions,and focus on the integration of disciplines.However,its shortcomings are that the propositional framework of the test does not match the propositional logic,and there is a phenomenon of imbalance in the proportion of the propositions;improper selection of reading materials and improper matching of materials;at the diachronic level,classical culture and image thinking are weakened.Based on this,the author puts forward relevant suggestions for the college entrance examination of brother provinces:inherit and develop traditional Chinese culture with the help of Chinese college entrance examination propositions;construct a reasonable college entrance examination language proposition framework,adapt to the core literacy of Chinese and the evaluation system of one core,four layers and four wings for the college entrance examination:construct Chinese The life situation of the college entrance examination proposition;publish the relevant data of the Chinese college entrance examination,and create a reasonable feedback mechanism for the examination questions. |
