Analysis Of Ancient Poetry And Prose Reading Questions Of College Entrance Examination In Recent Three Years From The Perspective Of Core Literacy

From the perspective of core literacy,according to the connotation of core literacy of Chinese subject,Bloom's classification theory of educational objectives in cognitive field and the requirement of competence level in the examination syllabus,this paper focuses on how the reading questions of ancient poetry in National College Entrance Examination I,National Volume II and National Volume III in recent three years reflect the core literacy of Chinese subject,and through the analysis of archaeological poetry.The characteristics of the proposition of the reading questions are analyzed with the changing trend,and the present situation of the teaching of ancient poetry in the implementation of the core literacy of the Chinese subject is reviewed and some suggestions for improvement are put forward.At the same time,by comparing the teaching design of Shuxiang of Shen Jing,a ministry-level high-quality course in "one teacher,one excellent course,one teacher",and the teaching design and teaching record of Shuxiang,a school-level high-quality course taught by Shen Jing,as well as the literature research,the author points out the shortcomings in the teaching of ancient poetry reading and the improvement measures.This article through the literature research,data statistical analysis,comparative analysis,case study method of high archaeological poetry reading test questions and high school ancient poetry reading teaching are analyzed and studied.This article is divided into four chapters.Chapter one elaborates and explains the basic concepts of core literacy,language literacy,language subject core literacy,Bloom's cognitive goal taxonomy,educational evaluation and other theoretical basis.Chapter two analyses the reading questions of ancient poetry and prose in college entrance examination.Firstly,this paper defines the three different dimensions of the core literacy of the Chinese subject,Bloom's cognitive classification theory,and the ability requirements in the outline of the college entrance examination.Secondly,it summarizes the ancient poetry reading questions and makes statistical analysis.Finally,according to the four aspects of the core literacy of Chinese subject,this paper analyses the changing trend and proposition characteristics of the test questions.Chapter three mainly analyses the shortcomings in the teaching of ancient poetry in senior high school through the teaching design,teaching records and literature research of Shu Xiang,such as the examination of ancient poetry reading teaching content,the immobilization of the teaching process of ancient poetry reading,and the Defamiliarization of the teaching context of ancient poetry reading.Chapter IV,based on the core literacy of Chinese subject,is the strategy of improving the teaching of ancient poetry,which mainly includes three aspects: improving teachers' literacy,keeping close to curriculum objectives,and adapting to the characteristics of poetry.