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英语NMET试题,经1991年试点,到1994年全国二十几个省市采用,巳经有四年的时间了.在此期间,英语MET试题在少数几个省市使用,形成英语NMET与MET试题同时并存的局面.但是,1995年这种局面不复存在了.全国(上海市除外)都要采用NMET试题了.因此,深入研究1994年NMET试题,具有特殊的、与往年意义不同的重要性和必要性.一、NMET’94考题特点1994年英语高考试题(NMET),是一份严格依据大纲,基本框架稳定,体现英语标准化的特点,对中学英语教学导向明确的好试题.1.测试覆盖面广.在考查语言知识的同时,注重能力测试;既考查重点,又考查难点,面广而不超“纲”(只有一个小题,即第22题,有些超“纲”),从而起到了以“纲”为纲的导向作用.2.加强了对考生语言能力的考查,包括语言交际能力、特殊语境中的语言运用能力及语感等方面的考查.3.短文改错题是综合性很强的检测项目.这几年实践证明,它是一种好的语言能力测试题型,能很好地起到区分不同水平考生能力的作用.4.书面表达题.在92年及93年图画提示法后,又回到中文提示法.虽然它有其积极意义,也不失其交际性,但笔者认为,远不如92年,特别是93年试题更能使各层次水平的考生,特别是水平高的学生有发挥的机会,从而减弱了该题的区分度.
The English NMET test was piloted in 1991 and adopted in more than 20 provinces and cities in 1994. It took four years to learn. In the meantime, English MET test questions were used in a few provinces and cities to form English NMET and MET. Test questions coexist at the same time. However, this situation did not exist in 1995. National (except for Shanghai) has to use NMET test questions. Therefore, in-depth study of the 1994 NMET test has special significance that is different from previous years. Sexuality and Necessity. I. NMET’94 Exam Questions Features The 1994 English Hightest Exams (NMET) is a strictly based outline, with a stable basic framework, embodying the characteristics of English standardization, and a clear test-oriented problem for English teaching in middle schools. The test covers a wide area. While examining the language knowledge, it focuses on the ability test; it not only examines the key points, but also examines the difficult points, and has a wide range without exceeding the “outline” (only one minor question, namely, the 22nd question, some super “outline”). It has played a guiding role based on the “Outline”.2. It has strengthened the examination of candidate’s language ability, including the ability of language communication, language application ability and language sense in special context, etc. Comprehensive testing project. This Years of practice have proved that it is a good test of language proficiency and can play a good role in differentiating the ability of candidates at different levels. 4. Written expressions. After the 92 and 93 year drawing tips, they return Although it has its positive meaning and its communicative nature, the author believes that it is much less useful than the 92-year, especially the 93-year test to make candidates at all levels, especially high-level students, play a role. Opportunity, thereby weakening the degree of differentiation of the question.