【作者】 周慧；

【导师】 胡萍萍；

【作者基本信息】 浙江师范大学 ， 外国语言文学（外语课程与教师发展）， 2019， 硕士

【摘要】 浙江省作为全国基础教育改革的前沿,自2009年率先推出高中新课程改革方案。2017年浙江省作为高考综合改革试点省实行新高考改革方案,即英语学科每年安排2次考试。完形填空作为浙江省高考英语试卷的重要组成部分,其内容效度高低对试卷总体质量起到至关重要的作用。因此本文对2009年至2018年十年间的完形填空试题的内容效度进行探究。具体研究问题是:1)2009-2018年浙江省高考英语完形填空试题的内容效度如何?2)浙江省高考英语完型填空试题在考试环境、测试指令、文本输入、预期回答、文本输入与预期回答之间的关系这五个方面有何特征?本文在Bachman和Palmer(1996)所提出的任务特征框架的基础上,结合普通高中英语考试大纲、课程标准、浙江高考英语考试说明等文件中对完形填空部分的要求,提出了一个修改后的内容效度评估框架。该框架包括考试环境、测试规则、文本输入、预期回答、文本输入与预期回答之间的关系这五个方面。本文根据这一修改框架对2009年至2018年浙江省高考英语完形填空试题内容效度进行分析。研究结果表明:1)2009年至2018年浙江省高考英语完形填空试题的内容效度较高,测试内容基本符合考试大纲、课程标准与考试说明中对完形填空部分的要求。2)从考试环境特征来说,测试环境有利于考生发挥,但也存在一些不利因素,比如,考试时间安排、梅雨季节对于考生的负面影响;从测试规则特征来看,考试说明语言清晰简洁,评分客观,但未明确规定作答时间;从文本输入特征来说,完型试题均采用单项选择题形式。语篇长度基本符合考试说明要求、题材丰富、情境多样、但体裁较为单一。生词量与易读度波动较大。句子类型丰富多样、衔接手段侧重考察连接与照应、平均设空间距偏大;从预期回答特征来说,完形填空考点重点考察考生对句子层面和语篇层面的理解,试题总体难度加大,不过语篇较少涉及对语法、搭配和虚词的考察。本文结合以上问题,从高中英语完形填空教学、考生备考和高考完形填空命题等角度提出了相应的建议。比如,教师应立足语篇教学,培养学生的语篇意识,提高语篇理解能力;考生在课内课外应涉猎各类不同题材和体裁的文章,增强处理各种文本的能力;命题人员在设计完型填空试题时,设空间距要适中,考点因素应以意义因素为主,适当兼顾对其他因素(如语法、搭配和虚词等)的考察。更多还原

【Abstract】 As the frontier of the national basic education reform,Zhejiang Province has taken the lead in launching the new high school curriculum reform program in 2009.In 2017,Zhejiang Province,as a pilot province for comprehensive reform of college entrance examinations,implemented a new college entrance examination policy.That is,the Zhejiang Province Matriculation English Tests(ZJMET)shall be held twice each year.Cloze item is an important part of ZJMET.Thus,its content validity plays a vital role in the overall quality of the test paper.This thesis studies the content validity of the cloze in ZJMET from 2009 to 2018.It aims to answer two questions: 1)How is the content validity of the cloze items of ZJMET from 2009 to 2018? 2)What are the distinct features of the cloze items of ZJMET in the last ten years from the aspects of test setting,test rubrics,input,expected response and relationship between input and response?Based on the framework of the task characteristics proposed by Bachman and Palmer(1996),combining the requirements of cloze section in the English teaching and testing syllabi for Common Senior High School,the National English Curriculum Standards for Common Senior High School as well as the Test Specification of ZJMET,this study proposes a modified framework for the assessment of content validity.There are five parts in the modified framework,including test environment,test rubrics,characteristics of the input,characteristics of the expected response,and relationship between input and response.The major findings are as follows: 1)The ZJMET cloze tests from 2009 to 2018 are of comparatively high content validity and are conformed with the requirements stipulated in the official documents.2)As for the characteristics of the testing environment,the test setting is proper for the test candidates,but there are also some unfavorable factors,such as the time arrangement,the negative impact of the rainy season on candidates.In terms of the characteristics of the test rubrics,the directions are clear and concise and the online scoring method makes the evaluation moreobjective.However,there is no regulation that stipulates the time limit on cloze part for the test candidates.In terms of the characteristics of the input,the format of the ZJMET cloze tests is multiple-choice.Specifically,the length of the twelve sets of cloze basically meets relevant requirements in the test specifications.The topics of the ZJMET cloze tests cover an extensive range of areas but the type of genre is mostly narration.There is a large fluctuation in the number of new words and the readability in the twelve cloze tests.The sentence constructions are diverse and flexible.As for the cohesive devices,the ZJMET cloze tests emphasize on conjunction and reference.But the average distance between every two blanks is quite large.As for the characteristics of the expected response,the items at the sentence level and the discourse level take up a large proportion,which makes it more difficult in overall for the candidates.But items with grammar and collocation as the focus factors are rarely involved,so is the function words.In view of the above problems,this thesis gives the corresponding suggestions to English teachers,candidates and test designers.For instance,English teachers should attach more importance to cultivating their students’ textual awareness and competence.The test candidates should read extensively and widely so as to enhance their abilities to absorb and process information in the texts.The test designers should ensure that the distance of every two blanks remain stable and reasonable and that the appropriate proportion of items with grammar and collocation as the focus factors should be involved,although they should give priority to examining the items with meaning as the focus factor.更多还原