1998年高考语文试题,在原有框架的基础上,作了一定的调整,但仍然保持了稳定,测试目标更明确,试题更贴近教学、贴近考生实际,客观、准确、平实,有较高的效度。与近几年高考语文试题相比,1998年适当降低了难度(或说是难度的准确“定位”)——这一原则的确定,基于这样一个认识:母语的学习,既不是从零开始,也不是到高中毕业结束。忽略前者,会低估考生的实际水平,使试题过易;忽略后者,会脱离考生的多数,使试题过难。把难度确定在一个恰当的位置上,使考生在40～140分左右都有分布,有利于高等院校选拔人才,也 In the 1998 college entrance examination question, some adjustments were made on the basis of the original framework, but the stability was still maintained. The test objectives were more clear. The questions were closer to the teaching and closer to the candidates’ actualities. They were objective, accurate, level, and highly effective. degree. Compared with the examination questions in college entrance examinations in recent years, the difficulty was appropriately reduced in 1998 (or the precise “positioning” of difficulty)—the determination of this principle is based on the understanding that mother tongue learning does not start from scratch. Nor is it the end of high school graduation. Ignoring the former will underestimate the actual level of the candidates and make the questions too easy; ignoring the latter will deviate from the majority of candidates and make the questions too difficult. Determine the difficulty in an appropriate position, so that candidates are distributed around 40 to 140 points, which is conducive to the selection of talents in universities and colleges.