Research On The Guidance Of Situational Chinese Test Questions In College Entrance Examination To Teaching ——Taking The Chinese Test Paper Of College Entrance Examination From 2017 To 2021 As An Example

"Guided teaching" is the realistic requirement of basic education for college entrance examination.As an important way of talent selection in China,college entrance examination has a backfire effect on basic education and an even greater impact on senior high school teaching.However,due to various reasons such as the pressure of entering a higher school,parents' expectation and social competition,the results brought by this influence are often contrary to what one wishes,leading to the Chinese teaching in senior high school being trapped in the cage of "exam-oriented" for a long time.With the deepening of new curriculum reform,in order to situation as the carrier,taking task as the main content of Suggestions have been proposed for the measurement,contextualized questions has been the attention of more and more widely,contextualized questions require students in specific situations,complete the typical Chinese practice,realize the knowledge transfer to students core literacy skills and disciplines of the comprehensive examination.When the university entrance exam is contextualized questions promotion and life practice carried out active exploration,therefore,for the college entrance examination test question launches the thorough analysis of the situation in Chinese volume will effectively guide the high school Chinese teaching towards in order to cultivate and improve students' ability and core literacy direction,to play to the positive aspects of the university entrance exam to guide teaching,make teaching and examination form education resultant force.Taking the 2017-2021 Chinese examination papers of the National College Entrance Examination as the research object,combining the situational cognition and learning theory,Bloom's taxonomy of cognitive objectives and the relevant provisions of the college entrance examination ability level,this paper makes an in-depth analysis on the proportion of the number of contextual questions,the distribution of question types,the situation of the situation of the relevant teaching.It is hoped that high school Chinese teachers will pay more attention to and explore the situational test questions,and change the status quo of blindly taking the college entrance examination as the wind vane and one-sided teaching of the test points.The first part is the introduction,including the research background and significance,current situation and review,objectives and content,research ideas and methods,innovation and shortcomings,to clarify the ideas and lay a research foundation for this study.The second part is the theoretical basis,which expounds the situation cognition and learning theory,Bloom's taxonomy of cognitive goals and the relevant provisions of Chinese proficiency level in the National college entrance examination.The third part makes an in-depth analysis of the situational questions in the2017-2021 Chinese examination papers of the National College entrance Examination,and summarizes the fundamental task of serving "moral education" by highlighting value guidance in the direction of goals.In the selection of materials,multi-disciplinary selection of materials to promote the overall development of "core literacy";In context creation,emphasis is placed on subject ontology,and the tendency is to create "subject+" pragmatic context.In the task setting,the typical task of "thinking +" is actively constructed,focusing on the examination of students' advanced cognition;The paper focuses on the organic integration of situation and task,highlights the characteristics of various types of examination of ability level,and reflects on the material language and task setting.The fourth part is the investigation and analysis of the current situation of teaching in the context of Chinese situational proposition in the college entrance examination.Solidification situation,teaching design pattern;Ignore the learning process,teaching evaluation and so on.The fifth part is based on the context of college entrance examination Chinese situational proposition teaching suggestions.It is hoped that high school Chinese teachers can improve students' Chinese subject core accomplishment as the teaching goal,actively change the concept of Chinese teaching,optimize the situational teaching design,and deepen the daily teaching evaluation.