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经一年多的学习研究和探索实践,我们对“理科综合能力测试”(简称“理综测试”)有了一些粗浅的认识。“理综测试”与分学科测试有着明显的区别。目前的高中实行分学科教学,但高考却是综合能力测试,这二者之间存在矛盾。理综测试有自己的特点和要求,只有认识到这些特点和要求,转变教学观念,才能采取相应的教学策略和措施,真正提高学生素质,提高教学质量。我们认为目前的理综测试与分学科测试比较,有以下8个特点。一、理综测试内容遵循教学大纲而不拘泥于教学大纲教学大纲是各学科编写教材的依据,也是教学和考试命题的依据。在理综测试中涉及到的各学科知识
After more than a year of study, research and exploration, we have had some superficial understanding of the “Comprehensive Science Capability Test” (referred to as the “Comprehensive Test”). “Comprehensive test” and sub-discipline test have obvious differences. The current high schools implement sub-discipline teaching, but the college entrance examination is a comprehensive ability test. There is a contradiction between the two. The comprehensive test has its own characteristics and requirements. Only by recognizing these characteristics and requirements and changing teaching concepts can we adopt corresponding teaching strategies and measures to truly improve the quality of students and improve teaching quality. We believe that the current rationale comparison and sub-discipline testing have the following eight characteristics. First, the content of the comprehensive test of the syndrome follows the syllabus and is not rigidly adhered to the syllabus. The syllabus is the basis for the compilation of textbooks in various disciplines and the basis of teaching and examination propositions. The subject knowledge involved in the comprehensive test