A Study On The System Of Test Question In The Whole Book Reading Of College Entrance Examination

In the General High School Language Curriculum Standards(2017 Edition and2020 Revision),"Whole Book Reading and Seminar" is listed as a separate group of learning tasks,which clearly defines the objectives and contents of whole book reading and highlights its important status.Using the college entrance examination assessment as an effective means to promote the teaching of reading of the whole book is conducive to truly implementing the curriculum goal requirements of the whole book reading and seminar task group that has been curriculumized.However,since the evaluation of the whole book reading is still in the exploratory stage,although the college entrance examination has examined the reading of the whole book,most of them are independent propositions of some provinces and cities,and the national volume is temporarily missing;Existing test explorations also lack systematic evaluation theory support and scientific propositional paradigm.In this context,how to effectively evaluate the reading of the whole book in the college entrance examination,optimize the test question system under the support of relevant theories,and carry out effective proposition practice exploration has become an important problem that needs to be studied and solved urgently.This paper is based on the research on the reading test requirements of the whole book in the General High School Curriculum Standards and the China College Entrance Examination Evaluation System,which serve as the basis for the college entrance examination proposition.Based on the overall analysis of the reading content,value and assessment needs of the whole book reading of high school Chinese subject,and taking the whole book reading test questions of the college entrance examination from 2004 to2022 as research examples,this paper analyzes and summarizes the examination of the whole book reading in some provincial and municipal college entrance examination papers,and explains the current exploration of the whole book reading evaluation in the aspects of content selection,ability level selection,test structure design,test carrier design,answer compilation,etc.,analyzes and points out their existing problems and the reasons for the problems.Based on the theories of reading ability hierarchy theory,SOLO classification theory and situation theory,and drawing on the relevant experience of the whole book reading examination at home and abroad,this paper determines the holistic,applied,comprehensive,innovative and scientific propositional principles for the college entrance examination of the whole book reading,puts forward specific methods for test question optimization from the dimensions of content,structure,situation,answer,etc.,and conducts propositional attempts to provide reference for future reading test question propositions and related research.