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综合性学习试题自2004年在中考试卷中“挂牌上卷”以来,至今已走过12个年头。回顾各省市综合性学习试题的历程,无论是从考查的目标、考点的设置,还是从情境的创设、试题材料以及题型的选择来审视,都能体会到广大命题者苦心孤诣的探索和独具匠心的命题思维。但是瑕不掩瑜,其中的“四伪”现象亟须矫正。一、背离语文学科的课程目标,走向“伪语文”《义务教育语文课程标准(2011年版)》明
The comprehensive study exam has passed 12 years since it was listed in the examination paper in 2004. Recalling the history of comprehensive study questions in various provinces and cities, both from the test objectives, test center settings, or from the creation of the situation, the test materials and the choice of questions to examine, can experience the vast number of propositions painstaking exploration and originality Propositional thinking. However, the flaws do not obscure the “pseudo-four” phenomena in which the urgent need to correct. First, the departure from the subject of the language curriculum, to “pseudo-language ” “compulsory education language curriculum standards (2011 edition)” Ming