2012-2014年江苏省高考英语阅读理解内容效度分析

Study on Content Validity of 2012- 2014 Jiangsu NMET Reading Comprehension Tests

依据Bachman和Palmer的考试任务特征框架,结合《普通高等学校招生全国统一考试大纲(课程标准实验版)》(以下简称《考试大纲》)、《普通高中英语课程标准》(实验)(以下简称《课程标准》)及《2012-2014年普通高等学校招生全国统一考试(江苏卷)说明》(以下简称《考试说明》),重点从语篇输入和预期回答两个角度对江苏省2012年至2014年高考英语阅读理解试题进行了内容效度的定量与定性分析研究。研究表明:这三年的阅读理解试题基本符合《考试大纲》和《考试说明》的要求,具有较高的内容效度,表现为体裁多样,题材广泛,整体难度适中,考查阅读技能覆盖面广;同时仍有需要改进之处:如各年阅读理解D篇篇章字数明显偏长,对考生阅读速度要求偏高,2014年阅读篇章整体偏难,说明文常年以科普为题材易使教师和学生产生思维定势,篇章的题材在分布上不够平衡,历史、地理类题材篇章在近三年试卷中均未涉及,阅读技能的考查在题量的分布上极不平衡,近三年主旨大意题中忽视考查学生理解篇章的宏观结构和文脉逻辑关系的能力。最后,提出关于阅读理解试题命制及高中英语教学的一些建议。

Based on Bachman ＆ Palmer’s task feature framework,combining National United Exam Outline for College Entrance Examination, Senior High English Teaching Syllabus and 2012- 2014 Jiangsu NMET Specifications,this paper attempts to conduct a qualitative and quantitative analysis on the content validity of 2012-2014 Jiangsu NMET（ National Matriculation English Test） reading comprehension tests from the perspectives of language input and the expected response. The research findings are as follows： 2012- 2014 Jiangsu NMET reading comprehension tests are largely in line with Exam Outline and Test Specifications and the content validity is relatively high for diverse genres, wide- ranging themes, appropriate difficulty and wide- coverage reading skills measurement; but it leaves some room for improvement,such as slightly long words for every passage D,too high requirement for reading speed,relatively high difficulty for overall reading passages in 2014,every exposition with the theme ＂popularization of science ＂ easily resulting in the formation of thinking set for teachers and students,unbalanced and not wide distribution of themes and especially the themes about history and geography not involved in recent three years,also highly unbalanced distribution of quantity for different reading skills measurement and all ignoring the measurement of the ability to understand the main structure of passages and the logical relationship of context in the questions of general idea. In the end, some suggestions about the design of NMET reading comprehension tests and for English teaching in senior high schools are put forward.