论文部分内容阅读
在语文测验中,客观型题目多被用来考察“记忆”“理解”等较低层次的能力,而对于一些高层次的语文能力,一般都采用主观型题目。这就不可避免地带来—个问题:语文测验中考察高层次能力的比重越大,测验评分的客观性也就越差,与数理化等其它学科相比较,语文测验的结果往往难以真实全面地反映学生所达到的学习水平,原因恐怕就在这里。高层次的语文能力能否用客观性题型来测量,这是许多语文教师一直希望解决的问题。在不久前的一次教学实验中,我们以“排序题”这个客观性题
In the language test, objective questions are mostly used to examine lower-level abilities such as “memory”, “comprehension”, and so on. For some high-level language abilities, subjective topics are generally used. This inevitably brings about a problem: the greater the proportion of examinations of high-level abilities in language tests, the worse the objectivity of test scores. Compared with other subjects such as mathematics and physics, the results of the Chinese test are often difficult to be truly and comprehensively Reflect the level of learning students achieved, I am afraid I am here. Whether high-level language skills can be measured by objectivity questions is a problem that many Chinese teachers have always wanted to solve. In a recent experiment in teaching, we used the objective of “sorting questions”