This is around 2000, and there is much controversy about the reading reform of the college entrance examination!
However, why are there "strange" articles and "the author did something wrong" in the reading reform of college entrance examination? !
Mainly original regular articles and topics, experienced teachers and students, in the usual learning process, "eager for success" or "formulaic" pursuit of high scores, can not reflect the "reading ability" test!
The most effective way to change this "formulaic" unscientific teaching process is of course to reform the content and setting method of test questions.
A small part of the questions you see should have completed the role of "exam baton" or "teaching orientation" Of course, in order to strengthen the effect of error correction, there are few articles or topics, and naturally, "the depth and breadth are very human."
However, most of the articles, topics and ability requirements are not much different from those used in our regular teaching process, but students usually have little reading ability training, and even they can't see the articles and topics clearly, so they "set the formula given by the teacher"!
Therefore, the problem that teachers and students can't adapt to is not that "articles and topics" are inappropriate at all, but that students' reading ability is poor and teachers' reading training concept is backward.
Let's exchange some personal experiences and opinions with parents, teachers and friends:
Students read less.
Now students have a heavy academic burden and have no time to read books at ordinary times.
Leaving the accumulation of extensive reading and talking about the cultivation of reading ability is simply an armchair strategist or nonsense!
Students read less, and there is a very bad and backward concept that reading is not a "classic"! "Classics" are generally far away from our lives, and most students are not interested in reading or have a shallow reading experience. Therefore, simply "forcing" reading "classics" can not only train students' reading ability, but also weaken students' reading interest.
Reading training in blind pursuit of answers.
From primary school, the segmentation and experience of the article must finally meet the requirements of teachers and standard answers.
Moreover, the teacher's practice is to ask or force students to complete and "unify the standard answers" in a short time. Invisible, this will guide students to "read without initiative, understand without thinking", or induce students to "set formulas" blindly!
I remember that in the third grade of primary school, the teacher led us through the text and asked us directly: What is the function of the first paragraph?
When most people are still at a loss, a student doesn't know where to get the answer: get to the point and explain the theme! Even got the teacher's praise! Such an answer, in fact, at the end of the long junior high school time, we can't understand what is straight to the point and explain the theme! We are too lazy to read and understand. Anyway, even reading is wrong. It is better to listen to the teacher directly at last!
Read and experience with "unified values".
Generally speaking, students' extracurricular reading, parents and teachers must first have a clear "popular values" orientation, or "experience and understanding of the content and theme of the article" must meet the requirements of "teachers and parents". This in itself violates the process of reading comprehension and deviates from the training process of reading ability.
In fact, reading is just like watching TV series at ordinary times. Everyone pays different attention to the plot and likes and dislikes the characters, but this does not affect the retelling or the final understanding of the theme. But understanding is a process. The duration of this process cannot vary from person to person, and the "height" reached at each stage is also different. Simply asking students to "reach the standard" in a short time is not to cultivate students' reading ability, but to pursue answers and scores, which naturally cannot adapt to the reform of the form and content of test questions.
In addition, there are also "logical analysis skills" in civil servants and postgraduate exams, which makes most people feel "sacred". In fact, it is not sacred at all, and it is not so "unattainable"! "Logical analysis ability", since you can watch cartoons, listen to stories and read articles, you already have the "most basic" logical analysis ability. In the senior high school entrance examination of primary school, junior high school and college entrance examination, a considerable part of the content is the test of "logical analysis ability" For example, what parts of the story are divided into, which bird flies higher in the story, which character in the story do you like best, why and so on. ...
(Reading in the history of the college entrance examination) According to the book "Politics on the Border", Wuyi Beiyuan is famous for its tea ... At the beginning of the trade between countries, there were many ships, and businessmen and civilians occasionally benefited from it, so they competed for efficiency ... In recent years, more and more tea was produced abroad and India, and the marketing was not smooth, which led to losses and stagnation. This shows that China at that time.
A. Being involved in the capitalist world market B. The decline of traditional tea-making technology
C. The natural economy is still dominant D. The bankruptcy of the policy of emphasizing agriculture and restraining business
Both B and C are correct, but only partially. Part cannot represent the whole, which is the simplest "logical analysis ability".
The content of D is not covered in the title, so it is not optional.
Then A, you can only choose A. But must A be correct? This requires substitution verification! This process is the process of "logical analysis ability"!
Anyone who has read the so-called information topics of NMET chemistry and biology knows that such topics are often simple in knowledge, such as simple chemical reactions and escapes, but the content is long. The main purpose is not to examine knowledge points, but to examine students' reading ability.
To complete this test, we must first read the content, and then get the word segmentation and topic information. And these abilities and training are completely replaced by teachers' reading and analysis in our daily learning process, that is to say, most of them are the reading and analysis ability of "test questions"!
This is the real sorrow of exam-oriented education, and this is the root cause of students' low ability under the background of exam-oriented education!
The following units can indicate the length:
A vector b straight line c velocity d momentum
When I first saw this topic, my reaction was the same as others. There seems to be no answer at all.
After chatting with many friends for a long time, I finally found the possibility from the definition of speed: the distance traveled per unit time. Distance is length!
This is an analysis, possibility-oriented analysis ability survey.
If students rely too much on teachers for all the knowledge and processes in the learning process and don't read textbooks at all, this tendency is impossible to complete!
Of course, this topic can also be understood as the leading "guide and baton" of students in the learning process.
At this point, we should generally understand that the so-called "logical analysis ability" is not sacred, but an extension of independent reading ability. "Sacred" is just a "mystery" created by some "training" or "explanation of test questions! I have seen many training videos for civil servants and graduate students, all of which are about "logical analysis". Many of them are essentially leaving "reading ability" and setting "answers" to cope with exams!
However, some test questions are really suspected of "showing off". It is really too late to deliberately find articles far away from students' life and reading, which deviates from the investigation of reading ability!
In short, the current exams are moving closer to the "big reading" inspection mode, which is the general trend! Both liberal arts and science will examine the usual reading habits and abilities, as well as the extension ability of knowledge closely related to reading ability. This is also in line with the goal that exams must play a scientific guiding role in the learning process.
Aside from the examination and reading ability, reading ability is the most essential and basic learning ability among people's abilities! If the learning process depends too much on teachers and textbooks, and there is no scientific, independent and complete self-study process, then you can only be a "bookworm" who can only take exams!