The Study On Informative Reading Propositions Of College Entrance Examination

Informative reading,which includes both expository and practical texts,has been an important part of contemporary reading.The introduction of the "standard paper" in 2007 signaled the beginning of a decade-long period of optional examinations in modern reading,in which expository texts are compulsory and practical texts are put in optional modules.In 2017,the optional exam model ended,and informative reading questions underwent a significant shift from concept to practice.With the introduction of the new college entrance examination paper in 2020,informative reading questions again entered a new phase: practical texts and expository texts were combined into " Contemporary Reading I",the concept of informative text has gradually been paid attention to and defined by the research community.In the context of the content reform of the college entrance examination,the informative reading assessment,which has been explored and accumulated for many years,has been explored and expanded in various aspects such as the basis of proposing questions,assessment objectives,assessment carriers and assessment directions since 2017,presenting unprecedented new qualities.This paper focuses on the study of informative reading propositions,and starts from both theoretical and practical aspects to explore its theoretical roots,evaluate its proposition status,and explore its development path.First of all,"informative reading" has been formally proposed as one of the contemporary text reading sections for a relatively short period of time,and the propositional practice under its conceptual guidance is still in the preliminary exploration stage,so conceptual definition and propositional theory mining are the first task and the precursor of this paper.Second,with the discontinuation of the examination syllabus and the pro mulgation and implementation of a series of curriculum examination documents,new assessment concepts have led to the construction of a new assessment framework,which is the right thing to do in the assessment of informative reading.Therefore,this paper attempts to build an informative reading assessment framework with the ability level system as the core,the basis of the questions as the principle,and the assessment context as the carrier from three aspects: the basis of the questions,the assessment context,and the assessment objectives.Based on this framework,this paper takes the 2017-2022 college entrance examination C hinese informational reading test as an example to analyze the current status of informational reading propositions,evaluate their shortcomings in combination with propositional practices in Shanghai,Beijing and other regions,and learn from advanced theories at home and abroad and useful exploration of propositional practice,and look forward to the development path of informational reading propositions.In short,this study intends to discuss from four aspects: concept definition and theoretical mining,evaluation framework combing and construction,proposition status evaluation and development path prospects,so as to seek education in Dafang House and strive to make some strides for the cause of language education.