论文部分内容阅读
自2004年江苏获准高考独立命题以来,英语试卷就一直在寻求题型上的突破, 除了常规题型听力、单选、完形填空、阅读理解和作文外, 2004、2005年考查了短文改错, 2006、2007年考查了对话填空, 2008、2009年考查了任务型阅读。江苏高考任务型阅读的设题模式是让学生阅读一篇英语文章,然后根据文章内容来完成一个图表或表格。它要求学生不仅能够读懂文章内容而且要能够对输入信息进行整合,并在此基础上输出信息,即用英语表达。从这种新题型上,我们不难看出命题者的意图:
一是为了更好地契合高中英语新课标。高中英语新课程的目标是在义务教育阶段的基础上,进一步发展学生的语言综合运用能力,着重提高学生用英语获取信息、处理信息、分析问题和解决问题的能力,特别注重提高学生用英语进行思维和表达的能力。命题者显然是想通过这种题型,来检测学生用英语获取信息,以及用英语进行思维和表达的能力。
二是弥补以往的阅读理解题在阅读能力测试方面的不足。以往对阅读能力的考查,都是通过四选一的客观题来进行的。但是,近年来对单纯使用四选一的客观题型测试阅读能力有较多的批评,许多测试专家也建议在阅读理解测试中加入一定量的主观性试题,因为四选一的客观题注重的是对信息的确认,判断和推理,它很难或者不可能有效地测量学习者运用语言的能力,所以,随着人们对语言运用能力的重视,主观阅读题型应运而生,它可以对以往的客观阅读测试题型作一个很好的补充。
但是, 作为一种新题型,任务型阅读是否能真正达到以上目标,还是值得商榷的。
下面就通过对2009年江苏高考英语任务型阅读的解析,对该题型作一个讨论。
第71题: We are always (71) __▲__ in communication with others. 可以从文章第一段的第四句话(But every day we experience the centrality of our selves in communication.)推知答案为self-centred/subjective。
第72题:Communication(72) __▲__ others. 从文章第二段最后一句话(So, the communication begins with the self, as defined largely by others, and involves others, as defined largely by the self.)可以找到答案即“involves”一词。
第73题:Messages from others help you(73) __▲__ who you are.从文章第二段第四句话(Positive, negative, and neutral messages that you receive from others all play a role in determining who you are.)可以找到答案,即determine一词,但需要变其动名词形式为原形,也可以用define, know或understand 来替代。
第74题:Needs and (74) __▲__ of others should be considered. 可以从文章第二段的倒数第二句话(In a more obvious way, communication involves others in the sense that a competent communicator considers what the other person needs and expects when selecting messages to share.)推知答案,但需要改变形式,把动词expect 改为expectations, 也可以用hopes, desires以及wishes来替代。
第75题:Communication(75) __▲__ everywhere. 可以从第三段的第一句话(Communication occurs almost every minute of your life)找到答案。即“occurs”一词, 也可用其近义词happens, exists或arises替代。
第76题:We are always(76) __▲__ other people by observing even if they do not intend any message for you.可根据第三段第二句话(If you are not communicating with yourself(thinking,planning, reacting to the world around you), you are observing others and drawing inferences from their behavior)推知答案,答案为reading, understanding 或knowing。
第77题:We are constantly collecting meanings from others’ (77) __▲__ .可以从文章第四段最后一句话(We are continually picking up meanings from others’ behaviors and we are constantly providing behaviors that have communicative value for them.)推知答案为behaviors。也可以用acts, action(s)或activities。
第78题:We are constantly (78) __▲__ meanings by what we do.同样可以从文章第四段最后一句话推知答案为conveying/expressing。
第79题:You may explain what you have done, but you cannot(79) __▲__ what remains in the other person’s mind.在最后一段第四句(Nonetheless, your comment remains both in the mind of the other person and in your own mind. You cannot go back in time and erase your messages to others.)可找到答案,即erase 一词, 也可以用remove, delete或change 来替代。
第80题:Yon may redo the conversation, but you (80) __▲__ achieve the same results.根据文章最后一句话(Your second experience with a similar setting and person made far different results.)可推知答案,即can’t/cannot。
首先,从上面的分析不难看出,这十个题目基本上都可以归为变换措辞题,即把文章当中的句子改变一种措辞并让考生填写所缺单词。考查形式比较单一,对于一些重要的阅读技能,如概括,推理,判断等几乎没有涉及。对学生阅读能力的考查,应该是一种综合性的考查。高考对阅读能力有明确要求:
1.掌握所读材料的主旨大意,以及用以说明主旨和大意的细节和事实。能用略读去抓大意,能用查读去寻找具体信息。
2.既理解字面具体意思,也理解深层抽象含义,包括作者的态度、意图等。
3.既理解某句、某段的意思,也理解全篇逻辑关系,并据此进行推理和判断。
4.既能根据材料所提供的信息去理解,也能结合中学生应有的常识去理解。
5.能通过词汇构成和语境线索,推导出生疏词汇的意义和使用法。
对阅读能力的考查,可以围绕这些具体要求进行。例如托福或雅思对于阅读能力的考查就包括很多方面,题目类型包括图表题,篇章总结题,变换措辞题(文章中哪一句话和下面的句子意思上最接近),词汇题(在一定的上下文中),指代关系题,简化句子题,插入文本题,事实信息题,推断题,以及否定排除题等。山东卷的考查明显借鉴了雅思或托福在阅读能力考查方面的一些做法。2009 年山东卷阅读表达部分考查的五道题目分别是对作者意图的推断、变换措辞、完成句子、信息提取以及句子翻译。
其次,一个好的考试应做到有效、可信和可行,同样,一种好的题型也应如此。信度有两个方面:一是试题信度, 二是阅卷人信度。试题信度是指一种测验的得分是否前后一致。例如,如果一种测验有两套平行试卷, 同一个人连续两天做这两套试卷,而得分几乎相同, 这种测验就具有试题信度。 阅卷人信度是指评阅同一试卷的不同评卷人的意见非常相近。显然,为了增强阅卷人信度,该题型要求每空只能填写一个单词,但是这样一来, 很明显限制了考生的思维, 考生也许能够查找到所需信息,也许能够按照自己的方式对这句话进行释义,但要求所有的考生都按照出题人的思路去改变一个句子的措辞显然不能有效地考查学生的阅读能力和水平。同样是这篇阅读文章,如果换一种考查形式,考查的结果肯定大不一样。笔者有幸参加了今年的高考阅卷,任务型阅读改了将近3000份,但是没有改到一份满分,其中71题,76题和78题的正确率极低,考生对这几题似乎感到无所适从,是不是这篇文章真的很难, 以至于近3000个学生中,没有一个人能真正读懂呢?显然不是。
我们不能否认,作为一种新题型,任务型阅读有它的独到之处,它把文章用一种框架形式表达出来,让人对文章主要内容一目了然;它既考虑到英语运用能力的考查,又对传统的阅读测试做了补充,把获取信息和语言运用糅合到一起进行考查。但是,它同样有它的不足之处, 考查的形式比较单一,偏重结构而忽视了对其他阅读技能的检测; 每空填一个单词的设题模式虽然增加了阅卷人信度,但降低了试题的延展性,不能有效地拓展学生的思维; 对一些深层次的理解,如作者的态度,意图等,不容易设题。
总之,在传统的阅读测试中加入一定量的主观性试题,已成为一种趋势,但是在题型设计、出题思路以及选材上都还需要仔细斟酌。高考的设题模式对平时的课堂教学有直接的影响, 因此对于任务型阅读这种新题型,还需进一步完善,使其既能全面、有效地测试学生的阅读能力及水平,又能更好地引导课堂教学。
附2009江苏高考任务型阅读
请认真阅读下列短文,并根据所读内容在文章后表格中的空格里填入一个最恰当的单词。注意:每个空格只填1个单词。请将答案写在答题卡上相应题号的横线上。
Communication Principles
How you see yourself can make a great difference in how you communicate.“Every individual exists in a continually changing world of experience of which he(or she) is the center”. Many communication scholars and social scientists believe that people are products of how others treat them and of the messages others send them. But every day we experience the centrality of ourselves in communication. A student, for instance, may describe a conflict with a teacher as unfair treatment:“I know my teacher doesn’t like the fact that I don’t agree with his opinions, and that’s why he gave me such a poor grade in that class.” The teacher might say the opposite. Each person may believe that he is correct and that the other person’s view is wrong.
The concept of self originates is communication. Through verbal and nonverbal symbols, a child learns to accept roles in response to the expectations of others. You establish self-image, the sort of person you believe you are, by how others think of you. Positive, negative, and neutral messages that you receive from others all play a role in determining who you are. Communication itself is probably best understood as a dialogue process. Our understanding of communication comes from our interactions with other people. In a more obvious way, communication involves others in the sense that a competent communicator considers what the other person needs and expects when selecting messages to share. So,the communication begins with the self, as defined largely by others, and involves others, as defined largely by the self.
Communication occurs almost every minute of your life. If you are not communicating with yourself(thinking, planning, reacting to the world around you), you are observing others and drawing inferences from their behavior. Even if the other person did not intend a message for you, you gather observations and draw specific conclusions. A person yawns and you believe that person is bored with your message. A second person looks away from you and you conclude that person is not listening to you. A third person smiles(perhaps because of a memory of a joke he heard recently) and you believe that he is attracted to you. We are continually picking up meanings from others’ behaviors and we are constantly providing behaviors that have communicative value for them.
More often than not, you may have hurt someone accidentally and you may have tried to explain that you did not mean that. You may have told the other person that you were sorry for your statement.You may have made a joke out of your rude statement. Nonetheless, your comment remains both in the mind of the other person and in your own mind. You cannot go back in time and erase your messages to others. Communication cannot be reversed(倒退), nor can it be repeated. When you tried to re-create the atmosphere, the conversation, and the setting, nothing seemed right. Your second experience with a similar setting and person made far different results.
参考书目:
1.Rod Ellis, 1999, The Study of Second Language Acquisition. 上海外语教育出版社
2.Arthur Hughes,1990,Language testing for Teachers. Cambridge University Press
3.束定芳,庄智象,1996,《现代外语教学——理论、实践与方法》. 上海外语教育出版社
4.教育部,2006,《普通高中英语课程标准(实验)》. 人民教育出版社
一是为了更好地契合高中英语新课标。高中英语新课程的目标是在义务教育阶段的基础上,进一步发展学生的语言综合运用能力,着重提高学生用英语获取信息、处理信息、分析问题和解决问题的能力,特别注重提高学生用英语进行思维和表达的能力。命题者显然是想通过这种题型,来检测学生用英语获取信息,以及用英语进行思维和表达的能力。
二是弥补以往的阅读理解题在阅读能力测试方面的不足。以往对阅读能力的考查,都是通过四选一的客观题来进行的。但是,近年来对单纯使用四选一的客观题型测试阅读能力有较多的批评,许多测试专家也建议在阅读理解测试中加入一定量的主观性试题,因为四选一的客观题注重的是对信息的确认,判断和推理,它很难或者不可能有效地测量学习者运用语言的能力,所以,随着人们对语言运用能力的重视,主观阅读题型应运而生,它可以对以往的客观阅读测试题型作一个很好的补充。
但是, 作为一种新题型,任务型阅读是否能真正达到以上目标,还是值得商榷的。
下面就通过对2009年江苏高考英语任务型阅读的解析,对该题型作一个讨论。
第71题: We are always (71) __▲__ in communication with others. 可以从文章第一段的第四句话(But every day we experience the centrality of our selves in communication.)推知答案为self-centred/subjective。
第72题:Communication(72) __▲__ others. 从文章第二段最后一句话(So, the communication begins with the self, as defined largely by others, and involves others, as defined largely by the self.)可以找到答案即“involves”一词。
第73题:Messages from others help you(73) __▲__ who you are.从文章第二段第四句话(Positive, negative, and neutral messages that you receive from others all play a role in determining who you are.)可以找到答案,即determine一词,但需要变其动名词形式为原形,也可以用define, know或understand 来替代。
第74题:Needs and (74) __▲__ of others should be considered. 可以从文章第二段的倒数第二句话(In a more obvious way, communication involves others in the sense that a competent communicator considers what the other person needs and expects when selecting messages to share.)推知答案,但需要改变形式,把动词expect 改为expectations, 也可以用hopes, desires以及wishes来替代。
第75题:Communication(75) __▲__ everywhere. 可以从第三段的第一句话(Communication occurs almost every minute of your life)找到答案。即“occurs”一词, 也可用其近义词happens, exists或arises替代。
第76题:We are always(76) __▲__ other people by observing even if they do not intend any message for you.可根据第三段第二句话(If you are not communicating with yourself(thinking,planning, reacting to the world around you), you are observing others and drawing inferences from their behavior)推知答案,答案为reading, understanding 或knowing。
第77题:We are constantly collecting meanings from others’ (77) __▲__ .可以从文章第四段最后一句话(We are continually picking up meanings from others’ behaviors and we are constantly providing behaviors that have communicative value for them.)推知答案为behaviors。也可以用acts, action(s)或activities。
第78题:We are constantly (78) __▲__ meanings by what we do.同样可以从文章第四段最后一句话推知答案为conveying/expressing。
第79题:You may explain what you have done, but you cannot(79) __▲__ what remains in the other person’s mind.在最后一段第四句(Nonetheless, your comment remains both in the mind of the other person and in your own mind. You cannot go back in time and erase your messages to others.)可找到答案,即erase 一词, 也可以用remove, delete或change 来替代。
第80题:Yon may redo the conversation, but you (80) __▲__ achieve the same results.根据文章最后一句话(Your second experience with a similar setting and person made far different results.)可推知答案,即can’t/cannot。
首先,从上面的分析不难看出,这十个题目基本上都可以归为变换措辞题,即把文章当中的句子改变一种措辞并让考生填写所缺单词。考查形式比较单一,对于一些重要的阅读技能,如概括,推理,判断等几乎没有涉及。对学生阅读能力的考查,应该是一种综合性的考查。高考对阅读能力有明确要求:
1.掌握所读材料的主旨大意,以及用以说明主旨和大意的细节和事实。能用略读去抓大意,能用查读去寻找具体信息。
2.既理解字面具体意思,也理解深层抽象含义,包括作者的态度、意图等。
3.既理解某句、某段的意思,也理解全篇逻辑关系,并据此进行推理和判断。
4.既能根据材料所提供的信息去理解,也能结合中学生应有的常识去理解。
5.能通过词汇构成和语境线索,推导出生疏词汇的意义和使用法。
对阅读能力的考查,可以围绕这些具体要求进行。例如托福或雅思对于阅读能力的考查就包括很多方面,题目类型包括图表题,篇章总结题,变换措辞题(文章中哪一句话和下面的句子意思上最接近),词汇题(在一定的上下文中),指代关系题,简化句子题,插入文本题,事实信息题,推断题,以及否定排除题等。山东卷的考查明显借鉴了雅思或托福在阅读能力考查方面的一些做法。2009 年山东卷阅读表达部分考查的五道题目分别是对作者意图的推断、变换措辞、完成句子、信息提取以及句子翻译。
其次,一个好的考试应做到有效、可信和可行,同样,一种好的题型也应如此。信度有两个方面:一是试题信度, 二是阅卷人信度。试题信度是指一种测验的得分是否前后一致。例如,如果一种测验有两套平行试卷, 同一个人连续两天做这两套试卷,而得分几乎相同, 这种测验就具有试题信度。 阅卷人信度是指评阅同一试卷的不同评卷人的意见非常相近。显然,为了增强阅卷人信度,该题型要求每空只能填写一个单词,但是这样一来, 很明显限制了考生的思维, 考生也许能够查找到所需信息,也许能够按照自己的方式对这句话进行释义,但要求所有的考生都按照出题人的思路去改变一个句子的措辞显然不能有效地考查学生的阅读能力和水平。同样是这篇阅读文章,如果换一种考查形式,考查的结果肯定大不一样。笔者有幸参加了今年的高考阅卷,任务型阅读改了将近3000份,但是没有改到一份满分,其中71题,76题和78题的正确率极低,考生对这几题似乎感到无所适从,是不是这篇文章真的很难, 以至于近3000个学生中,没有一个人能真正读懂呢?显然不是。
我们不能否认,作为一种新题型,任务型阅读有它的独到之处,它把文章用一种框架形式表达出来,让人对文章主要内容一目了然;它既考虑到英语运用能力的考查,又对传统的阅读测试做了补充,把获取信息和语言运用糅合到一起进行考查。但是,它同样有它的不足之处, 考查的形式比较单一,偏重结构而忽视了对其他阅读技能的检测; 每空填一个单词的设题模式虽然增加了阅卷人信度,但降低了试题的延展性,不能有效地拓展学生的思维; 对一些深层次的理解,如作者的态度,意图等,不容易设题。
总之,在传统的阅读测试中加入一定量的主观性试题,已成为一种趋势,但是在题型设计、出题思路以及选材上都还需要仔细斟酌。高考的设题模式对平时的课堂教学有直接的影响, 因此对于任务型阅读这种新题型,还需进一步完善,使其既能全面、有效地测试学生的阅读能力及水平,又能更好地引导课堂教学。
附2009江苏高考任务型阅读
请认真阅读下列短文,并根据所读内容在文章后表格中的空格里填入一个最恰当的单词。注意:每个空格只填1个单词。请将答案写在答题卡上相应题号的横线上。
Communication Principles
How you see yourself can make a great difference in how you communicate.“Every individual exists in a continually changing world of experience of which he(or she) is the center”. Many communication scholars and social scientists believe that people are products of how others treat them and of the messages others send them. But every day we experience the centrality of ourselves in communication. A student, for instance, may describe a conflict with a teacher as unfair treatment:“I know my teacher doesn’t like the fact that I don’t agree with his opinions, and that’s why he gave me such a poor grade in that class.” The teacher might say the opposite. Each person may believe that he is correct and that the other person’s view is wrong.
The concept of self originates is communication. Through verbal and nonverbal symbols, a child learns to accept roles in response to the expectations of others. You establish self-image, the sort of person you believe you are, by how others think of you. Positive, negative, and neutral messages that you receive from others all play a role in determining who you are. Communication itself is probably best understood as a dialogue process. Our understanding of communication comes from our interactions with other people. In a more obvious way, communication involves others in the sense that a competent communicator considers what the other person needs and expects when selecting messages to share. So,the communication begins with the self, as defined largely by others, and involves others, as defined largely by the self.
Communication occurs almost every minute of your life. If you are not communicating with yourself(thinking, planning, reacting to the world around you), you are observing others and drawing inferences from their behavior. Even if the other person did not intend a message for you, you gather observations and draw specific conclusions. A person yawns and you believe that person is bored with your message. A second person looks away from you and you conclude that person is not listening to you. A third person smiles(perhaps because of a memory of a joke he heard recently) and you believe that he is attracted to you. We are continually picking up meanings from others’ behaviors and we are constantly providing behaviors that have communicative value for them.
More often than not, you may have hurt someone accidentally and you may have tried to explain that you did not mean that. You may have told the other person that you were sorry for your statement.You may have made a joke out of your rude statement. Nonetheless, your comment remains both in the mind of the other person and in your own mind. You cannot go back in time and erase your messages to others. Communication cannot be reversed(倒退), nor can it be repeated. When you tried to re-create the atmosphere, the conversation, and the setting, nothing seemed right. Your second experience with a similar setting and person made far different results.
参考书目:
1.Rod Ellis, 1999, The Study of Second Language Acquisition. 上海外语教育出版社
2.Arthur Hughes,1990,Language testing for Teachers. Cambridge University Press
3.束定芳,庄智象,1996,《现代外语教学——理论、实践与方法》. 上海外语教育出版社
4.教育部,2006,《普通高中英语课程标准(实验)》. 人民教育出版社