Research On High School Chinese Reading Subjective Test Preparation

By 2022,29 provinces(autonomous regions and municipalities directly under the central government)have launched the comprehensive reform of the college entrance examination in five batches.All localities have formulated reform implementation plans based on their actual conditions and organized their implementation in an orderly manner,thus fully implementing the comprehensive reform of the college entrance examination.The proposition of the 2022 college entrance examination presents the following characteristics: to implement moral cultivation and cultivate people,closely follow the pulse of The Times,and cultivate new people of The Times;Deepen the key ability examination,create real situation,highlight the quality of thinking and innovation ability;Break the "test by outline",realize the teaching test cohesion,follow the curriculum standard;Help the implementation of the "double reduction" policy,highlight the selection and training of innovative talents,and give full play to the positive guidance function of the college entrance examination.In the past,science is the most easy to divide scores,but in the new high school entrance examination,science space is significantly smaller,English is changed to two tests a year.In contrast,the basic status and importance of Chinese discipline is becoming more and more prominent,and it has become the key to divide the difference.The reform of Chinese discipline is also extending in depth and breadth,relying on textbooks and drawing on life.More importantly,Chinese teachers should pay attention to cultivating students’ feelings of home and country.Learning this matter is never the purpose.Chinese is not only a discipline,a culture,it is the embodiment of the aesthetic character of the Chinese people,is broad and full of spiritual elements."The one who gets the language wins the world" has become the trend of the new college entrance examination.Among them,the subjective reading questions account for about 74% of the total score of the Chinese exam papers in the college entrance examination,involving six abilities of memorization,understanding,analysis and synthesis,appreciation and evaluation,expression and application,and exploration.However,students are exposed to many problems in answering the questions,such as not deep understanding,free from the author’s intention,not careful examination,irregular thinking,uneven answers,unclear answers,etc.,which is essentially the deficiency of exam preparation ability.Lead to the exam can not get the ideal Chinese results,even some students jokingly high school Chinese reading subjective title "metaphysics".Only by exploring how to improve students’ subjective performance in Chinese more efficiently,can we enhance students’ sense of gain in Chinese subjects,truly improve the "one core and four wings" of students’ discipline literacy,realize the benign rise of "promoting learning by examination,promoting teaching by examination,combining teaching with examination",and make the quality of academic level reflected in the examination results to the maximum extent.Among them,the subjective reading questions account for about 74% of the total score of the Chinese exam papers in the college entrance examination,involving six abilities of memorization,understanding,analysis and synthesis,appreciation and evaluation,expression and application,and exploration.However,students are exposed to many problems in answering the questions,such as not deep understanding,free from the author’s intention,not careful examination,irregular thinking,uneven answers,unclear answers,etc.,which is essentially the deficiency of exam preparation ability.Lead to the exam can not get the ideal Chinese results,even some students jokingly high school Chinese reading subjective title "metaphysics".Only by exploring how to improve students’ subjective performance in Chinese more efficiently,can we enhance students’ sense of gain in Chinese subjects,truly improve the "one core and four wings" of students’ discipline literacy,realize the benign rise of "promoting learning by examination,promoting teaching by examination,combining teaching with examination",and make the quality of academic level reflected in the examination results to the maximum extent.This paper is elaborated from the following three parts,the specific steps are as follows:Part Ⅰ: Under the background of the new college entrance examination era,this paper analyzes the characteristics and inherent attributes of Chinese subject,clearly explains the background of the topic,points out the importance of subjective questions in Chinese reading from the two-way Angle of achievement and ability,and combs the current literature and materials for preparing for subjective questions in Chinese reading.Methods such as literature research,case study,data comparison and investigation are selected to analyze the specific ability of teachers and students to prepare for the current Chinese subjective questions.The second part: Through questionnaire survey,ability test and interview and other forms to explore the practical problems of the school’s Chinese reading subjective exam preparation.Taking Kangjie Middle School where the author works as an example,the author continuously tracks the students’ ability to prepare for the subjective questions in Chinese reading and effectively issues questionnaires and test questions.The questions are set from two perspectives: thinking,including information positioning,text understanding,integration inference,evaluation and reflection,and expression,including point listing,efficient integration and text combination.The author has carried on the detailed data analysis.The author also actively interviewed and communicated with the teachers of the Chinese group,and concluded that students are easy to have high eyes and low skills in preparing for the subjective questions of Chinese reading in high school,and they are out of touch with the textbooks;The allocation of time is not scientific,the examination room to do questions at random without rules;Blind brush questions;Superstition set,rote memorization,answer a single idea and so on.Teachers tend to be limited to rigid routines and unable to be flexible in the preparation of subjective questions in high school Chinese reading.Insufficient exploration of students’ dialectical thinking ability;Overestimate students’ ability and other problems.The third part: summarizing and exploring the strategies to improve the subjective test preparation ability of high school Chinese reading,and putting them into practice in the daily classroom,is the research focus of this paper.With the gradual deepening of the new curriculum reform,the subjective questions of the Chinese college entrance examination show a trend of anti-routine and avoiding pure skills.If teachers want to guide students to improve the preparation ability of reading subjective questions and achieve ideal Chinese scores,they must carry out daily teaching based on the core quality and focus on improving students’ logical thinking and independent critical thinking ability,critical questioning and divergent thinking ability.Exercise students’ ability to solve specific problems and generate on-site,so as to achieve reasonable and efficient expression.Therefore,in view of the above specific problems,the author focuses on the study of the scoring strategy of the subjective question of Chinese reading in the college entrance examination from the perspectives of thinking and expression.In daily teaching,the ability of comprehensive thinking is strengthened through the teaching methods such as mind mapping,critical questioning,situational creation,moral cultivation and oriented reading.By changing from concrete to abstract,from general to special,from part to whole,Improve students’ accurate expression ability from opposites to unity.The fourth part: teaching practice effect verification,analysis and reflection summary.After a semester of teaching practice research,it is obviously found that students’ thinking and expression abilities have been significantly improved,as well as their comprehensive Chinese literacy,which better verifies the feasibility,rationality and effectiveness of the third part of the strategy.The author’s approach may not be perfect,and the scope and object of the research need to be further expanded.However,in the future educational career,the author will continue to explore how to effectively improve students’ ability to prepare for reading subjective questions,improve themselves,and provide practical and efficient concrete methods for peers.