20 12 Syllabus of Xiamen Chinese Senior High School Entrance Examination

Chinese Curriculum Standards for Full-time Compulsory Education (Experimental Draft) formulated by the Ministry of Education (hereinafter referred to as Chinese Curriculum Standards) and the syllabus of this examination.

Second, the principle of proposition

1. On the premise of adhering to the Chinese curriculum standards, we should give consideration to students with different learning levels and different stages of development, so that the Chinese examination can serve every student to the maximum extent.

2. The proposition should aim at comprehensively examining students' Chinese literacy, which not only examines students' Chinese knowledge and ability level, but also pays attention to students' mastery of Chinese learning methods and the development of emotional attitudes and values.

3. Pay attention to the practical application ability of language, the humanistic value orientation of language as a special information carrier, the feelings, experiences and aesthetic activities of students in the process of Chinese learning, and reflect Kurt's spirituality and vitality.

4. A considerable proportion of extracurricular language materials should be selected in the test questions to understand the development of students' reading ability. Attention should be paid to the standardization of language in selecting articles.

5. The test questions should conform to the actual situation of students' life and adapt to their existing experience and physical and mental development level. Attention should be paid to discovering students' potential through tests.

6. Encourage the design of some open-ended test questions, do not stipulate uniform standard answers, and encourage students to express their independent opinions and make their own personalized answers.

Third, the scope of application

Full-time compulsory education ninth grade students junior high school Chinese academic examination.

Fourth, the examination scope

Curriculum objectives of the fourth stage (grades 7-9) of Chinese curriculum standards.

Verb (abbreviation of verb) content and objective requirements

Literacy and writing

Literacy should examine students' ability to recognize glyphs, pronounce correctly, master the basic meaning of Chinese characters and use Chinese characters in a specific language environment.

The examination of writing should pay attention to students' writing habits and the correctness, correctness and neatness of writing.

2) reading

1. Ancient poetry

The reading of ancient poetry focuses on the accumulation of recitation. It is required to recite 50 excellent poems recommended by Chinese curriculum standards (grades 7-9).

The examination of classical Chinese focuses on understanding the general idea of the article, and should not examine lexical and grammatical knowledge.

2. Modern Chinese

The examination of modern intensive reading should pay attention to the overall perception, emotional experience, sensory understanding and creative understanding of reading materials; It is necessary to examine students' reading level from the aspects of "understanding words, grasping the meaning of the text, summarizing the main points, exploring the content and feeling the works", and to examine students' initial appreciation ability of literary works from the aspects of "image, emotion and language".

The focus of skimming modern texts is whether you can grasp the general idea of the reading materials and capture important information from the reading materials.

The examination of browsing ability focuses on the examination of extracurricular must-read books. Extracurricular reading materials recommended by Chinese curriculum standards, such as Aesop's Fables and Stars? Springs, The Journey to the West, Water Margin, Robinson Crusoe, Gulliver's Travels, etc.

We should pay attention to the ideological connotation and cultural taste of language materials to stimulate students' reading interest; Considering students with different learning levels, it is both difficult and easy to choose articles.

In the reading test, don't engage in fragmented sentence analysis, don't use technical operation tests to replace students' independent experience and perception, and don't compile reading questions that don't belong to the reading target range.

(3) Writing

The writing test should focus on students' ability to standardize and skillfully use language and characters.

The composition proposition should strive for innovation, and strive to design test questions that conform to students' ideological reality and life reality, which is conducive to students expressing their true thoughts and feelings, expanding their association and imagination, and helping students express themselves freely and creatively.

The essay proposition should also pay attention to reducing the possibility of students writing questions.

Oral communication

There are many ways to test oral communicative competence. You can take a listening test before the written test. In addition to written test, oral communication test can also be set up to examine students' ability to understand, distinguish and screen language information in a specific communication context. Advocate all localities to explore effective examination forms and examine students' oral communication ability.

Comprehensive learning

Comprehensive learning focuses on examining students' spirit of inquiry and innovative consciousness. The senior high school entrance examination focuses on students' ability to discover and explore problems, collect and sort out information, and form their own assumptions or opinions according to the materials they have mastered.

Attach importance to the application of language knowledge in real life.

Sixth, the examination form

The examination takes the form of a closed-book written test, and the proposition is uniformly conducted by all districts and cities. The full mark of the test paper is 150, and the written test time is 120 minutes. Conditional districts and cities can conduct listening tests and oral communication tests.

Seven, the difficulty of the test paper

Reasonably arrange the difficulty structure of the test questions. The ratio of easy questions, intermediate questions and slightly difficult questions is about 8: 1: 1. The passing rate of the exam is 80%.

Eight, the examination paper structure

1. Proportion of problems

Fill in the blanks and answer short questions: 50~55%

Composition: 45-50%

2. Content ratio

Accumulation and application: about 15%

Reading: about 40%

Language expression (oral communication, writing): about 45%