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《大量考客观题的弊端》(《语文教学与研究》1991年第1期)一文,拜读再三。我认为胡吉章老师的灼见道出了许多中学语文教师心中皆有的难言之隐,我也颇有同感。下面谈点个人看法。第一,客观题偏多不利于调动中学生学习语文课本的积极性。1990年高考后的一日,我乘船外出,亲闻几个参加了高考的学生在闲谈,他们畅叙高考答卷的方法与“技巧”。
“A large number of examination of the drawbacks of objective problems” (“Chinese Teaching and Research”, the first period in 1991) article, read again and again. I think that the insight of Hu Jizhang’s teacher has revealed that many middle school language teachers have a hard time in their hearts. I also share the same feeling. Let’s talk about personal opinions below. First, the large number of objective questions is not conducive to mobilizing the enthusiasm of middle school students in learning Chinese textbooks. One day after the college entrance examination in 1990, I went out by boat and heard a few students who had participated in the college entrance examination. They narrated the method and “trick” of the college entrance examination.