A Study Of Comprehensive Learning Of The Chinese High School Entrance Examination In Yunnan Province Form 2014-2021

To emphasize its importance,the language curriculum standards put "comprehensive learning" alongside "literacy and writing","reading","writing" and "oral communication".In order to emphasize its importance,the language curriculum standards put "comprehensive learning" alongside "reading","writing",and "oral communication".Because of the wide range of comprehensive learning,the teaching process is complex and dynamic,and there is a lot of room for teachers and students to operate.The implementation of comprehensive learning and the formulation of test questions for the Chinese language examinations have also become a major difficulty.With the implementation of the "double reduction" policy,it is required to effectively reduce the number of examinations and the burden of students.Although the number of examinations has been reduced,"reducing quantity but not quality" means that the quality of questions should be improved.The author attempts to analyze the ability dimensions of the test questions,point out the characteristics and shortcomings,and put forward teaching suggestions by applying Bloom’s theory of classification of educational objectives and constructivist learning theory,starting from the language comprehensive learning test questions in Yunnan Province from 2014 to 2021.Chapter 1: Introduction.It mainly elaborates on the origin of the selected topic,the current situation of the study,and the research ideas and methods.Chapter 2: The theoretical basis of the study and the requirements of integrated language learning in junior high school.The theories related to this study are outlined,such as Bloom’s theory of classification of educational goals and constructivist learning theory,etc.The requirements of integrated learning in the Language Curriculum Standards for Compulsory Education（2011 edition）,Yunnan Provincial Junior High School Academic Level Standards and Examination Instructions and different versions of textbooks are sorted out as the basis for proposing questions for the middle school examinations in Yunnan Province.Chapter 3: Analysis of the comprehensive study test questions in the last eight years of the middle school examination in Yunnan Province.We analyze the comprehensive learning in the Yunnan provincial paper from three aspects: test question form,test question material classification,and test question type;use Bloom’s cognitive goal theory to analyze the ability dimensions of comprehensive learning in the Language Curriculum Standards for Compulsory Education（2011edition）and the Yunnan Provincial Junior High School Academic Level Standards and Test Instructions,compare the ability dimensions assessed in the test questions,and further analyze the integrated learning test questions in our province.The characteristics and shortcomings of the comprehensive study questions in our province.Chapter 4: Analysis of the trend of comprehensive study questions in Yunnan Province.In the form of test questions,the score is gradually increasing,the organization of questions is flexible,and the pattern of proposing is modeled;in the material of test questions,the scope of examination is expanded,based on textbooks combined with students’ lives;in the objective of assessment,emphasis is placed on understanding and application ability;it tends to be integrated and higher-order.Chapter 5: Improvement measures and teaching inspiration of comprehensive learning test questions in the Chinese examination.The test questions are designed with suggestions for improvement and corresponding teaching strategies.The purpose of this paper is not only to "test",but also to "teach",in order to find the quality education and language literacy shown in the test questions,so that its scientific baton can play a positive role in teaching.The purpose of the study is not only to "test" but also to "teach",in order to find the quality education and language literacy shown in the test questions,so that its scientific baton can play a positive role in teaching,improve teaching standards and enhance the quality of teaching.