How does the Ministry of Education view the proposition work of college entrance examination in 2020?
A: In 2020, the college entrance examination proposition will be clearly oriented to moral education, fully reflect the requirements of all-round development of morality, intelligence, physique and beauty, focus on strengthening the examination of key abilities, and comprehensively consider the epidemic factors and the actual situation of candidates reviewing for the exam. On the premise of maintaining the overall stability of the proposition, we should optimize the situation design of the test questions, enhance the foundation, comprehensiveness, application and innovation, guide middle schools to follow the educational laws and carry out quality education to help students grow up healthily and develop in an all-round way.
Evaluation system of college entrance examination: proposition guide and review guide
The college entrance examination evaluation system of "one core, four layers and four wings" covers the purpose, content and requirements of the examination;
"One core" is the purpose of the examination, that is, "educating people, serving talents and guiding teaching", which summarizes the core function of the college entrance examination in quality education and answers the question "why should we take the examination";
"Band Four" is the content of the exam, that is, "essential knowledge, key ability, subject accomplishment and core values", which is the refinement of the quality education goal in the content of the college entrance examination and answers the question of "what to test";
"Four Wings" is the requirement of the examination, that is, "basic, comprehensive, applied and innovative", which is the embodiment of the evaluation dimension of quality education in the college entrance examination and answers the question of "how to take the exam".
The purpose of "one core" examination is to train people, serve talents and guide teaching.
China's higher education is about to enter the stage of popularization, and the people's growing demand for better education is reflected in the college entrance examination, from simply going to college and preparing for employment to upgrading to a good university and realizing comprehensive and individual development. The core functions of college entrance examination must also be adjusted and established as moral cultivation, service selection and teaching guidance.
"Four layers" assessment content
Essential knowledge, key ability, discipline accomplishment and core values
Take the driver's driving as an analogy, the driver must understand the basic contents such as road safety laws and regulations, basic driving theory and basic vehicle structure, which are all necessary knowledge; A qualified driver can skillfully drive on the road and drive safely, which can be said to have the key ability; A high-level driver, who can deal with difficult problems and complete more difficult driving tasks in complex road conditions, can be said to have discipline literacy.
The core value is the combination of correct thinking and healthy emotional attitude, emphasizing the commonality of disciplines.
Subject literacy refers to the comprehensive quality that students can understand, analyze and solve problems with high quality under the guidance of correct thinking and using subject knowledge, skills and ways of thinking when facing complex realistic problem situations or complex academic problem situations after studying in high school.
Necessary knowledge and key ability refer to the knowledge and ability that students must have to recognize, analyze and solve problems when dealing with realistic or academic problem situations after studying in high school.
Compared with the original ability requirements of various disciplines, the key ability is different in two aspects: First, it is more in line with the needs of the times. For example, reading ability has always been the focus of NMET. In the information age, the requirements for reading ability have changed. Therefore, reading ability, as one of the key abilities of NMET, should shift from focusing on intensive reading to emphasizing the flexible use of various reading strategies such as intensive reading and extensive reading, and from focusing on the ability to understand and accept text content to focusing on the ability to examine and interpret various information conveyed by the text. The second is to emphasize the importance of learning ability. Key abilities include not only the abilities that students have acquired, but also the learning abilities that can acquire new knowledge and new abilities in the future.