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关于语文标准测试的弊病,很多人都作了析说。这里把没说到的几点补充一下。其一、标准化考试的测量功能是有限的。布卢姆在《教育目标分类学》中,将认知领域的教育目标分成“识记”、“理解”、“运用”、“分析”、“综合”、“评价”六个层次。标准化考试能较好地测量“识记”和“理解”层次的学习水平,某些设计得好的题型,也能较好地测试“运用”和“分析”层次的学习能力。但是无法测试“综合”、“评价”这种高层次的能力。而且,无论那个层次的测试,都只能反映思维的结果,不能反映思维的过程和语言的表达能力。
On the shortcomings of the language standard test, many people have made a analysis. Here do not say a few more to add. First, the standardized test measurement function is limited. In “Educational Objective Taxonomy”, Bloom divides the educational goals in the cognitive field into six levels: “Mind Recognition”, “Understanding”, “Application”, “Analysis”, “Synthesis” and “Evaluation”. Standardized tests can better measure the level of learning at the level of “memorization” and “understanding”. Some well-designed questions can also test the learning ability of “using” and “analyzing” levels well. However, it is impossible to test the high-level capabilities of “synthesis” and “evaluation.” Moreover, no matter what level of testing, can only reflect the results of thinking, can not reflect the process of thinking and language skills.