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改革开放十年来,宁夏中学外语教学质量已有很大改观,但同全国相比,仍处于落后状态。在目前无更好评估手段的情况下,比较能说明问题的还是中考和高考的成绩。自1986年开始,宁夏中考实行全区统一命题、统一考试,试题以考查基础知识和基本技能为主,适当考查能力。这4年中,全区平均分最高为50.64分,及格率最高为38.88％。1989年高考宁夏首次参加全国统一的标准化考试,文科考生平均分为40.03分,及格率为15.08％;理科考生平均分为42.81分,及格率为18.78％。这是一个低水平的成绩。然而,对宁夏来讲却是破记录的一年——自恢复高考制度以来,宁夏考生第一次突破均分40分。 造成宁夏外语教学落后的原因是多方面的,其中很重要的一条就是,陈旧的、落后的、与四化建设需要不相适应的外语教学思想仍然禁锢着相当一部分外语教师的头脑,束缚着他们的手脚,严重地阻碍着外语教学改革的深入。在诸如中学外语教学的目的、知识与能力的关系、听说读写间的关系、教师与学生的关系、开发学生非智力因素等问题上,
Ten years after the reform and opening up, the quality of foreign language teaching in middle schools in Ningxia has been greatly improved, but compared with the whole country, it is still lagging behind. In the absence of better assessment methods at present, it is the performance of the entrance examination and the college entrance examination that can explain the problem. Since 1986, the Ningxia National College Entrance Examination has implemented the unified propositions and unified examinations in the whole region. The examination questions are mainly based on the examination of basic knowledge and basic skills, and have been properly examined. In the four years, the highest score of the whole district was 50.64 points, and the highest pass rate was 38.88%. In 1989 the Ningxia college entrance examination for the first time to participate in the national unified standardized test, liberal arts examinations were divided into an average of 40.03 points, a pass rate of 15.08%; science candidates averaged 42.81 points, a pass rate of 18.78%. This is a low level performance. However, for Ningxia, it was a record-breaking year. Since the resumption of the college entrance examination system, Ningxia candidates have scored an average of 40 points for the first time. There are many reasons for the backwardness of foreign language teaching in Ningxia. One of the most important ones is that old, backward, foreign language teaching ideas that are incompatible with the needs of the four modernizations still confine the minds of a large number of foreign language teachers, and they The hands and feet seriously hinder the deepening of foreign language teaching reform. Problems such as the purpose of foreign language teaching in middle school, the relationship between knowledge and ability, the relationship between listening and reading and writing, the relationship between teachers and students, and the development of students’ non-intellectual factors.