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改革创新破解中考难题

●如何确保中考命题符合新课程理念与课程标准的要求？●综合素质评价能否成为高中招生的依据？评价与考试是对课改成效的最终检验，也是本次课程改革能否向纵深发展的关键。近日，教育部基础教育司副司长朱慕菊、基础教育课程教材发展中心主任助理刘兼接受了本报记者的采访，围绕中考改革的相关问题，详解今年初中毕业考试与高中招生政策的新变化。中考改革的三大突破问：中考是义务教育阶段的重要考试，它既是检验教学效果的尺度，也是招生录取的尺度，因而成为教学工作的“指挥棒”。今年6月，首批进入新课程实验的初中生将面临毕业和升学，他们的中考怎么办，成为实验区最为关注的问题。此次改革将从哪几方面实现突破？答：今年，在17个国家级基础教育课程改革实验区，将有首批使用新课程的初中生面临毕业和升学。为贯彻落实《中共中央国务院关于深化教育改革全面推进素质教育的决定》和《国务院关于基础教育改革与发展的决定》及《教育部关于积极推进中小学评价与考试制度改革的通知》（以下简称《通知》）中关于改革中小学评价与考试制度的要求，在实验区两年课程改革、评价与考试改革探索的基础上，今年这17个实验区将积极稳妥推进初中毕业与普通高中招生制度的改革，并为2005年在更大范围内进行初中毕业考试与普通高中招生制度改革奠定基础。本次初中毕业考试与普通高中招生制度的改革，主要是改变以升学考试科目分数简单相加作为唯一录取标准的做法，力求在初中毕业生学业考试、综合素质评定、高中招生录取三方面予以突破，为此，对实验区初中毕业考试要单独命题，普通高中招生要单列计划、单独招生，以保证考试与招生制度改革的顺利实施。问：中考改革一直是基础教育界的难题，此次这么大力度的改革，出于什么考虑？答：我国现行的中考由于具有选拔的功能，与学生的升学与否有直接的关系，所以对学生产生了较大的压力，属于高利害关系的考试。因此，它倍受社会关注。传统的评价与考试制度，严重制约了素质教育的实施，为了突破这一素质教育的“瓶颈”，教育界进行了不懈的努力和探索。但终因升学竞争的激烈，诸多矛盾难以解决，使这项改革始终未取得实质性的突破。基础教育课程改革必须建立与之相配套的评价体系，如果没有新的评价指标，课改难以向纵深发展。因此，必须建立新课程的跟踪、监测、评估、反馈机制，加强对基础教育质量的监测，以全面推进素质教育为目标，加快考试评价制度改革。学业考试突出新课程理念问：中考命题将如何体现新课程的理念，课程标准确定的基本要求和能力等如何体现在考卷上？答：首先应当明确的是，初中毕业生学业考试是义务教育阶段的终结性考试，目的是全面、准确地反映初中毕业学生在学科学习目标方面所达到的水平，考试结果既是衡量学生是否达到毕业标准的主要依据，也是高中阶段学校招生的重要依据之一。具体的要求是：学业考试应在课程内容全部结束后由当地教育行政部门统一组织。要减少考试科目，学业考试的科目由省级教育行政部门确定或提出指导性意见。同时，学校还应对学生在综合实践活动等方面的学习情况进行考查，并体现在初中毕业生综合素质评价中。命题的依据是什么，这是一个核心的问题。应当明确的是，学业考试的命题应依据学科课程标准，加强试题与社会实际和学生生活的联系，注重考查学生对知识与技能的掌握情况，特别是在具体情境中运用所学知识分析和解决问题的能力，杜绝设置偏题、怪题。学业考试的方式要多样化，可根据考试的具体内容采用纸笔测验、听力测验以及口试、实验操作等多种形式；纸笔测验可采取闭卷、开卷或开闭卷结合等不同形式。今年中考结束后，教育部将组织专家对17个实验区的试卷进行评估。问：学业考试的成绩如何呈现？答：学业考试的成绩应以等级制的方式呈现。根据各学科课程标准的基本要求确定合格标准；等级数和等级标准由各地根据考试结果，并结合当地的实际情况确定。任何单位和个人不得以任何形式根据考试成绩给地区、学校和学生排队或公布名次。问：由谁来命题？命题人员的资格如何认定？试卷是否符合新课程标准的要求，将通过什么样的机制来监测？答：为确保命题的质量，要明确命题、审题和阅卷的程序和要求，逐步建立命题、审题和阅卷制度，加强命题、审题和阅卷人员的队伍建设。应成立以骨干教研员和优秀教师为主的命题、审题小组，审题人员和命题人员必须分开。阅卷人员必须是当地在职的骨干教师。应确

保阅卷工作的客观、公平和公正，特别要加强对主观题阅卷质量的管理，如在作文阅卷中要认真落实三人独立阅卷的要求。综合素质评价作为升学依据问：如何改变单纯以分数选拔学生的做法，强调对学生综合素质的评价，考虑具有不同潜能的学生的发展，把成长过程中的表现纳入参考条件，使学业考试成绩与平时表现均作为选拔的依据？答：为全面反映初中毕业生的发展状况，应对初中毕业生综合素质进行评价，评价结果应作为衡量学生是否达到毕业标准和高中阶段学校招生的重要依据。值得强调的是，综合素质评价的内容应以《通知》中提出的道德品质、公民素养、学习能力、交流与合作、运动与健康、审美与表现等六个方面的基础性发展目标为基本依据，各地可结合实际情况将其具体化，使综合素质评价的方法具有可行性，并力求评价结果的科学和公正。问：日常表现和评价如何体现在学生的毕业、升学中？学生成长中的哪些重要事实可作为学生毕业、升学的重要依据？确定这些事实的依据和标准是什么？答：学生评价的内容，是教育目标的具体体现，反映了具有时代精神的教育观、质量观、人才观。根据新课程标准，学生“情感、态度、价值观”及“学习过程与方法”也应该成为评价的内容。也就是说，对学生的考查，不仅要关注知识技能的掌握，还应该重视学生的学习过程和学习态度，尤其是创新精神和实践能力方面的进步与变化。综合素质评价应充分尊重学生的自我评价，并在同学互评和学生成长记录的基础上，经集体讨论，给予学生客观、公正的评价。评价时应注重对原始资料的分析与概括，避免以偏概全。问：通过什么样的程序，使反映学生在初中发展的重要事实能够成为学生毕业、升学的有力证据？这些证据又以什么样的形式反映在学生毕业、升学中？如何确保这些证据的真实性和有效性？是否建立相关的监督和保障机制？答：在综合素质评价中要坚持诚信原则，学生、教师、学校、家长和社会都应该认真地反映学生成长的情况，坚决反对弄虚作假，要在推进综合素质评价过程中培养学生诚信的品质，推进校园诚信文化建设。实验区应组织专门力量，制订素质评价方案，对学校的毕业生综合素质评价工作进行指导和监督，接受投诉与举报，对评价过程中的违规行为进行查处。学校应成立初中毕业生综合素质评定工作委员会，其成员应具有广泛代表性。评定工作委员会负责制订评价工作的实施细则与具体程序。综合素质评价以班级为单位开展工作，评定工作委员会对校内各班级评定工作进行指导与监督，接受质询、投诉与举报，及时解决评价中的问题。问：初中毕业生综合素质评价的结果如何呈现？答：初中毕业生综合素质评价的结果包括两部分：（1）综合性评语。对学生的综合素质予以整体描述，尤其应突出学生的特点、特长和潜能。（2）等级。建议采用“优”、“良”、“合格”、“不合格”四档。对学生某一方面表现评定为“不合格”时应非常慎重。初中毕业生综合素质评价的内容、方法、程序等应向学生及其家长作出明确的解释并公示。评价结果应通知学生个人及其家长，如有异议，校评价工作委员会应进行调研与处理。综合评价、择优录取问：过去中考招生，完全按照统一的规定，报名划片，招生划线，至于意向招什么样的学生，能招什么样的学生，学校是没有权力的。而对于学生来说，想上什么样的学校，也无从选择，分数决定命运。每年中考招生的关口，面对几万、几十万初中毕业生，面对千差万别的每一个活生生的人，面对每一个人发展前途和命运的选择，轻轻一点鼠标就算完成了，这个过程是否过于简单了呢？答：这正是问题的关键所在，没有什么能比人的发展更重要，对于这么重要的事情，是不应该用如此简单的办法操作的。用考试分数简单相加作为唯一录取的标准，这种做法沿用了几十年。这种量化的评价把复杂的教育现象简单化，评价内容过于注重学业成绩，忽视综合素质的评价和全面发展的评价，评价方法单一，过于注重量化和纸笔考试，恰恰失去了教育中最有意义、最有价值的内容，忽视了教育的复杂性和学生发展的丰富性。问：中考改革已经5年，取得了一定的成绩，但是，仅仅在命题技术上改革是不行的，重要的是招生制度的创新。能否介绍一下实验区高中招生制度如何改革？答：关于高中招生制度的改革，其基本思路是：普通高中招生要坚持综合评价、择优录取的原则。学业考试成绩和综合素质的评定结果应成为普通高中招生的主要依据。问：在招生制度改革方面，将采取哪些更

具操作性的办法？答：首先，对实验区而言，应根据当地教育行政部门确定的招生计划，参照学业考试成绩和综合素质评价结果，按照差额投档的原则，分批录取。要避免将综合素质评价结果简单转换为权重作为录取依据的做法。各高中学校应根据报考学生的学业考试成绩和综合素质评定等结果，确定学校招生标准并进行录取，必要时可组织专门委员会加试。需要说明的是，普通高中学校如要组织加试，必须经地方教育行政部门的批准。加试内容应主要考查学生的创新精神和实践能力，以及综合运用所学知识分析问题和解决问题的能力，参照学生初中阶段的研究性学习成果，采取面试、答辩等多种形式进行。各地应依据本地区实际情况，在确保公正、公平的前提下，积极探索试行优质高中部分招生名额分配、优秀初中毕业生推荐等多样化的高中招生办法，以促进义务教育阶段的学校均衡发展。在试行名额分配、推荐等招生办法时，要严格程序、公开过程，取信于民，防止走后门现象。体现公开、公平、公正问：中考改革是一件涉及到千家万户、关系到初中教育质量的大事，如何保证公开、公平、公正？这是悬在许多人心中的疑问。对这个问题，有什么相关的措施？通过什么样的组织保障确保改革的成功？答：中考改革所涉及的问题十分复杂，牵动的面也十分广泛，尤其由于一些人为因素导致的诚信问题，使本来技术上并不复杂的问题变得复杂了。实际上，这场改革对道德、诚信都提出了挑战。关键是要建立起诚信制度，倡导一种新的学校文化，校长要做有信誉的校长，学校要成为有信誉的学校。“打造诚信社会，从教育做起。”为配合中考改革，为保证公开、公平、公正的原则，必须要有制度的创新，必须建立监控的机制。初中毕业考试与普通高中招生制度改革应通过制度创新来体现公开、公平、公正，应实行严格的公示制度、诚信制度、监督制度和监控评估制度等，杜绝腐败现象。同时各级教育行政部门应进一步采取有效措施，扩大优质教育资源，为普通高中招生制度改革创造条件。第一，建立公示制度。各地初中毕业考试与普通高中招生制度改革方案，包括初中毕业生综合素质评价的内容、方法、程序，考试费用的收支，以及多样化的普通高中招生办法等，应提前向社会公示，征求意见，接受社会监督。要加大宣传力度，争取社会各界对改革的理解与广泛支持。第二，建立诚信制度。逐步建立初中生学业考试、综合素质评价和普通高中招生录取的诚信机制。参与命题、审题、阅卷、综合素质评价、招生录取的有关人员，要签订诚信协议并建立诚信档案；同时要采取有效措施，督促有关人员严格履行诚信责任和义务。第三，建立监督制度。纪检监察、教育督导、教育行政等部门应对学业考试、综合素质评价及普通高中招生录取工作，包括考试费用的收取与使用等进行监督，实行领导责任制。同时应有相应措施，实行社会监督。这样，使中考改革成为阳光下的行动，让教育管理者、校长、教师在阳光下作业。学生、家长、教师和其他社会人士对于学业考试、综合素质评价和普通高中招生中可能危害公平、公正的现象和行为，或者对结果存在异议的，可向实验区评定委员会投诉，评定委员会应给出书面答复。第四，建立培训制度。教育行政部门要采取措施，保证每个参与综合素质评价的人员得到及时有效的培训，提高其职业道德水平和综合素质评定能力，以确保评定结果的可信度。第五，建立监控评估制度。教育行政部门全面负责学业考试、综合素质评价及普通高中招生录取工作，要全程监控工作的进程，充分了解有关情况，对出现的问题要及时予以处理。省级教育行政部门应加强对命题工作的管理，对不符合考试命题和考试管理者要求的，取消其命题权，另由省级教育行政部门组织专业人员命题。实验区所在省级教育行政部门是本次国家基础教育课程改革实验区初中毕业与普通高中招生制度改革工作的领导者，要按照教育部的要求，结合实验区的具体情况，在初中毕业生学业考试、综合素质评价、普通高中招生录取三方面形成有实质性突破的改革方案，并组织实施。今年，17个国家级课程改革实验区的《初中毕业与普通高中招生制度改革方案》经公示后，应经实验区所在地的基础教育课程改革领导小组审议通过，并报教育部备案。问：这次中考改革大动干戈，可以说是50年来力度最大的一次，对这种高风险、高利害考试的改革，社会极为关注。改革难度之大，问题之多，是可以预先估计到的，一些人的担心也是在所难免的，如何

看待这个问题？答：说实话，此项改革牵一发而动全身，这一改革举措，使沿用了几十年的中考招生制度发生了根本改变。其更深层的意义在于，树立一种崭新的教育质量评价观，一种现代教育观──为了每一个学生的发展，为了每一个学生全面而有个性的发展。改革的大方向符合素质教育的要求，要坚定不移地推进。当然，在实施的过程中，肯定会遇到问题和困难，还有大量艰苦细致的工作要做，我们将在实践过程中不断地发现问题，解决问题，逐步完善这项改革。中考改革是一个十分敏感的问题，因此，一是要积极，二是要慎重。抓住重点，有所突破。既要有改革的决心，又要慎重稳妥，讲究科学和策略。改革肯定会有风险，有压力，我们必须迎难而上。问：教育部将采取什么样的措施推动各地的改革？答：为了推进中考改革，最近，教育部发布了《国家基础教育课程改革实验区2004年初中毕业与普通高中招生制度改革的指导意见》的通知，要求各省教育行政部门要加强领导，落实责任，组织专业力量，按照新课程的要求，积极推进考试与招生制度的改革。为了做好这方面的工作，教育部组织了由部分高校、考试研究机构及地方教育部门有关人员组成的“初中毕业升学考试与高中招生制度改革”工作组。其主要任务是组织有关专家制订标准，具体指导，加强监控，给予政策上与专业上的支持。专家工作组将按学科分别组织各学科的命题研讨会，通过研讨、信息交流，达成共识。应当明确的是，保证教育质量的稳步提高，促进教育的改革与发展，是地方教育行政部门的首要职责。对于中考改革，各地应当充分发挥地方的积极性、主动性。教育部要求各省会同实验区及实验区所在的地级市的有关人员，共同组成研究小组，按照改革的目标和具体要求制订实施方案。在适当的时候，教育部将组织专门力量，对实验区中考招生改革进行专项检查和评估。中考改革涉及到千家万户，关系到初中教育质量，是一项复杂的系统工程,它应该引起各级教育行政部门的高度重视，使这项改革真正成为转变教育观念、推动中小学课堂教学改革、全面实施素质教育的有力杠杆。同时，还应向社会广泛进行宣传，让广大学生家长以及社会各界了解、接受、支持这项改革。实际上，面临挑战的不仅仅是学校，而是整个社会。【链接】教育部中考改革大盘点进行中考改革，对推进中小学教育教学改革，实施素质教育有着重要的导向和推动作用。近几年，教育部对中考改革进行了大胆的尝试。●1998年，教育部下发了《关于中考语文考试改革试点工作的指导意见》。●1999年，教育部下发了“关于印发《关于初中毕业、升学考试改革的指导意见》的通知”。●自1999年起，教育部委托北京师范大学、华东师范大学的有关专家，对全国部分省（市）、地区的中考试卷和考试管理等工作进行了评估分析。●2000年，教育部下发了“关于印发《关于2000年初中毕业、升学考试改革的指导意见》的通知”。●2002年，教育部下发了《关于积极推进中小学评价与考试制度改革的通知》，这是建国以来教育部发布的第一个较为全面的中小学评价与考试改革的指导性文件。●2004年3月2日，教育部下发了《国家基础教育课程改革实验区2004年初中毕业考试与普通高中招生制度改革的指导意见》的通知。《》

中考英语阅读理解专项讲解

阅读理解整体分析选材 ①阅读材料通常在150~250词之间 ②选材广泛,具有浓厚的时代气息 ③阅读语段生动活泼,语句富子变化命题原则 ①要求考生既能理解具体的事实,也能理解抽象的概念; ②要求考生既能理解文章的表层意思,也能理解文章的深层含义; ③要求考生既能理解某句、某段的意思,也能理解全篇的逻辑关系; 中考阅读理解的应试策略在解答阅读理解题时,要根据如下步骤进行解题。 1.浏览问题明确要求先了解文章后面所要解决的问题再去看文章,能使思路更加清晰,做到心中有数。 2.略读全文,了解梗概略读就是在尽可能短的时间内把握文章或段落的内容,略读时要特别注意主题。 3.通读寻读猎取信息寻读时可把与答题无关的内容一扫而过,而与答题有关的重要信息要认真读。 4逐条分析,对号入座即把寻读时所获得的信息与答题要求结合起来,逐条进行分析,对号人座。 5.复读全文,验证答案再次仔细阅读全文,进一步加深对文章的理解,核实所选内容是否正确。阅读理解不同题型解题技巧基于不同的考查目的,阅读理解题通常可分类为“细节理解题”“主且大意题”“词义猜测题”与“推理判断题”,不同的考查目的,会有不同的设题特点可使用不同的解题技巧。一、细节理解题解题技巧细节理解题主要是考查who, what, which, when, where等文章细节些细节理解题比较简单,只需浏览文中所叙述的事实或细节,就可以作答。但一些细节理解题则需要通过语句的同义或反义转换来考查学生对英语的理解能力,对文中个别难词、关键词、词组或句子作出解释或需要对有关的上下文提供的语境和信息、甚至对整篇文章的内容建立准确、立体的理解和判断。这些题的难度较大解答细节理解题时,要先看题于,然后带着问题读文章。同学们做这类题时可以边读边做记号,加强阅读的针对性提高做题的准确率, 1.语义转换题一跳读查找法。语义转换题通常考查对某句话或某几包话的理解，可根据题干内容从原文中找到相关句子,然后进行比较和分析,并确定最佳答案运用跳读查找法时,要特别注意试题及其选项与原文之间的语义变换,如同义变换、概念解析、归纳事实等 2.生活应用题一常识理解法。生活应用题要求学生在读懂文章的基础上结合定的生活常识进行判断。但有些时候,一些常识性判断题,甚至只看题干,就可选出最佳答案。 3.细节排序题一首尾定位法。这种试题要求学生根据动作发生的先后顺序和句子之间的逻辑关系,找出事件发生的正确顺序,做此类题时可采用“首尾定位第一个动作和最后一个动作,迅速缩小选择范围,从而快速选出正确答案 4.寻找值息题一干定位法。快速寻找信息题一般为功能阅读题,主要形式有广告、公告、演出信息、航班时间表、购物就餐等,做这类题时没有必要阅读全文,直采用“题干定位法,根据题干要求,直接从表格中查找相关信息

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