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今年夏季的全国高考语文试题,沿着1998年高考改革的路子,在考试内容方面继续强化能力性和应用性,在题目的编制方面,既有继承也有创新。最明显的是第五大题。这道题不但检测考生的语言素质,同时也从考生驾驭语言应用语言的优劣中反映出语文教师的教学水平。无疑,这对今后的语文教学有着积极的导向作用。为了说明稳中有变,我们不妨将2000年夏季高考语文试题与1999年夏季高考语文试题里的第五大题——语言应用题作一个比较。两份试卷相同的是:都以这个大题12分的分值,集中设置能力性、应用性的试题检测考生语言应用的实际能力。不同的是:具体每个小题测试的点有很大的变化。具体看一看1999年高考语文第五大题三个小题
This year’s national examination questions for Chinese college entrance examinations, along the path of the reform of the college entrance examination in 1998, continue to strengthen the ability and application of the examination content. In terms of the preparation of the title, both inheritance and innovation. The most obvious is the fifth major issue. This question not only tests the candidate’s language quality, but also reflects the teaching level of the language teacher from the pros and cons of the candidate’s driving language. Undoubtedly, this has a positive guiding role in the future of Chinese teaching. In order to explain the changes in stability, we may wish to compare the language test questions for the summer school entrance examination in the summer of 2000 with the fifth topic in the summer of the 1999 college entrance examination question in the language. The same is true for the two papers: All of them are scored with 12 points for this big question, and the practical ability of candidate’s language application is tested by setting abilities and practical questions. The difference is that the point of testing each specific topic has changed a lot. Take a closer look at the three major problems in the fifth major topic of the 1999 college entrance examination