2013-2015年浙江省高考英语阅读理解测试内容效度研究

发布时间：2018-05-01 05:18

本文选题：内容效度 + 阅读理解　；参考：《浙江师范大学》2016年硕士论文

【摘要】：近些年来,我国基础教育领域一直在不断的改革,英语学科也不例外。随着2017年新高考政策的实施,浙江省将实现英语学科一年两考。由于阅读在浙江省高考英语中的地位日趋重要,因此进行与阅读相关的研究很有必要。本论文旨在探索近三年来浙江省高考英语阅读测试的内容效度。具体来说,本文试图探讨：1)近三年浙江省高考英语阅读总体特征如何。2)从内容相关性,内容覆盖面和内容难易度三个方面来说,阅读理解测试的内容效度如何。本研究以2013-2015三年浙江省高考英语阅读理解部分,包括15篇阅读文本和75道试题为研究对象。利用统计学工具来收集相关数据,并采用定性和定量相结合的方法对数据进行分析。数据的形式分为客观和主观两类。对于客观数据,如：文本长度和标准化类符形符比等,使用Readability Analyzer1.0和Excel, Word-counter Online来计算分析。对于主观数据如：题材和体裁等,首先笔者根据考试大纲来分类,对于不能够确定的分类,笔者将请教并参考一些一线英语教师的观点。本研究依据Bachman和Palmer(1996)的“考试任务特征框架”,及其对内容效度的诠释,并结合浙江省高考英语阅读测试的实际情况,重新建立了研究框架。着重从内容相关性,内容覆盖面和内容难易度三个方向进行探讨。内容相关性包括阅读材料的呈现方式,体裁和题材,长度与阅读速度等；内容覆盖面指的是阅读的测试形式和考查的阅读技能；内容难易度则包括阅读文本的可读性及试题的设置。研究结果表明：1)总体来说,浙江省近三年的高考英语阅读测试结构、布局稳定合理,但是部分具体试题的设置不科学。2)就内容效度而言,首先,在内容相关性上,一方面,尽管阅读文章话题真实、新颖,但是不能涵盖考试大纲要求的话题。另一方面,阅读文章篇幅较长,特别是每年的D篇,达到了将近700字；其次,在内容覆盖面上,基本涉及考试说明上要求的阅读技能,但分布不够均匀,特别要提到的是“理解具体信息”题和“理解文章结构”题；最后,在内容难易度方面,文本可读性较符合考生水平,然而一些试题的题干和选项设置地不够恰当。总之,浙江省高考英语阅读理解内容效度在“题材”、“阅读技能分布”、“试题设置”等方面有待改善。本研究试图建立新框架,来研究浙江省高考英语阅读理解的内容效度,同时也希望给内容效度的相关研究提供一定的参考借鉴。
[Abstract]:In recent years, the field of basic education in China has been continuously reformed, English subject is no exception. With the implementation of the new college entrance examination policy in 2017, Zhejiang Province will test English subject twice a year. Reading is becoming more and more important in college entrance examination English in Zhejiang Province, so it is necessary to study it. The purpose of this thesis is to explore the content validity of the college entrance examination English reading test in Zhejiang Province in the past three years. Specifically, this paper attempts to explore the content validity of the reading comprehension test in the three aspects of content relevance, content coverage and content difficulty in the three aspects of content relevance, content coverage and content accessibility, as well as the overall reading characteristics of the college entrance examination in Zhejiang Province in the past three years. The present study focuses on the reading comprehension of college entrance examination in Zhejiang province in 2013-2015, including 15 reading texts and 75 questions. Statistical tools are used to collect relevant data, and qualitative and quantitative methods are used to analyze the data. The form of data can be divided into two categories: objective and subjective. For objective data, such as text length and standard class character ratio, Readability Analyzer1.0 and Excel, Word-counter Online are used to calculate the analysis. For subjective data such as subject matter and genre, the author first classifies them according to the examination outline, and for those which cannot be determined, the author will consult and refer to the views of some front-line English teachers. This study is based on Bachman and Palmerian 1996's "Test Task Framework" and its interpretation of content validity, and reestablishes the research framework according to the actual situation of college entrance examination English reading test in Zhejiang Province. Focus on content relevance, content coverage and content accessibility three directions to discuss. Content relevance includes the presentation of reading materials, genre and subject matter, length and reading speed, etc. The difficulty of content includes the readability of the reading text and the setting of the test questions. The results show that, on the whole, the structure of the college entrance examination English reading test in Zhejiang Province for the past three years is stable and reasonable, but the setting of some specific questions is not scientific. 2) as far as content validity is concerned, first of all, in terms of content relevance, on the one hand, Although the topic of reading the article is true and new, it does not cover the topics required by the exam syllabus. On the other hand, the length of reading articles, especially the annual D, has reached nearly 700 words; secondly, in terms of content coverage, it basically involves the reading skills required by the examination instructions, but it is not evenly distributed. In particular, we should mention the questions of "understanding specific information" and "understanding the structure of the article"; finally, in terms of ease of content, the readability of the text is more in line with the level of the examinee, but some questions are not properly drilled and selected. In a word, the validity of reading comprehension of college entrance examination in Zhejiang province needs to be improved in the aspects of subject matter, reading skill distribution and test question setting. This study attempts to establish a new framework to study the content validity of reading comprehension of college entrance examination in Zhejiang Province, and it also hopes to provide some reference for the study of content validity.
【学位授予单位】：浙江师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G634.41

【参考文献】