布鲁姆目标分类视角下高考英语阅读理解题思维能力层次分析:以2019年高考试卷为例

An Analysis of the Thinking Ability of College Entrance Examination English Reading Comprehension Questions from the Perspective of Bloom’s Target Classification:Taking College Entrance Examination Papers in 2019 as Examples

基于布鲁姆目标分类理论,以思维能力为抓手,通过定量与定性分析对2019年各省份高考英语阅读理解题进行思维层次分析。研究发现,2019各地高考阅读题中低思维层次题量均多于高思维层次题量。高考大纲要求的六大题型分布不均,高低思维层次题型分布不均。低思维层次题中绝大部分是对文章细节的理解,高思维层次中考查对作者意图、观点和态度理解的试题比重少,未对文章结构进行考查。基于此,笔者提出高考阅读题设计应增加高阶思维题型的命制,日常教育教学中教师应注重学生思维能力的培养,重视考试对教学的反拨作用,命题者应注重试题命制的合理性和科学性。

Based on Bloom's target classification theory,this paper analyzes the English reading comprehension questions of college entrance examination in 2019 by using quantitative and qualitative analysis from the perspective of thinking ability.It is found that the number of low thinking level in reading questions of collge entrance examination in 2019 is higher than that of high thinking level questions.The six types of questions required by the college entrance examination outline are unevenly distributed,while the distribution of questions at high and low thinking levels is uneven.In the low level of thinking,most of the questions are the understanding of the details of the article;in the high level of thinking,the proportion of the author's intention,viewpoint and atitude is few,both of which do not investigate the structure of the article.Based on this,the author puts forward that the design of college entrance examination reading questions should pay much attention to the high level of thinking ability.Teachers should pay attention to the cultivation of students’thinking ability,pay attention to the backwash effect of examination on teaching,and the examiners should pay attention to the rationality of examination questions.