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本文利用学生的各科会考成绩,科目包括语文、数学、英语、物理、化学、生物、政治、历史和地理共计9门课程,使用因素分析方法对“3+文科综合或理科综合”高考方案的合理性进行了分析。结果表明9门课程可以科学地分为三类:“文科综合”包括历史、政治、地理三门课程;“理科综合”包括化学、物理、生物三门课程;另外三门课程数学、英语、语文可以看作无论是文科学生还是理科学生都需要学习和考试的课程。这恰好与“3+文科综合或理科综合”的高考方案相对应,本文的研究结果从一个侧面说明了我国高考制度改革的科学性。
This paper makes use of the results of the students’ various subjects. The subjects include a total of 9 courses in language, mathematics, English, physics, chemistry, biology, politics, history, and geography. The factor analysis method is used in the “3+ Liberal Arts Comprehensive or Science Comprehensive” college entrance examination program. Rationality was analyzed. The results show that the nine courses can be scientifically divided into three categories: “Liberal Arts Comprehensive” includes three courses of history, politics and geography; “Science Integration” includes three courses of chemistry, physics and biology; and three other courses of Mathematics, English and Chinese. It can be seen as both a liberal arts student and a science student who need a course of study and examination. This happens to correspond to the “3+ Liberal Arts Comprehensive or Science Comprehensive” college entrance examination program. The results of this study illustrate the scientific nature of the reform of China’s college entrance examination system.