摘要
中考英语阅读理解的文本难度控制是保证考试效度的关键环节.在义务教育课程改革及中考英语省级命题工作推进下,中考英语阅读理解真题文本难度演进特征尚待探究.本研究选取了 2004 至 2023 年的1200 篇中考英语阅读理解真题文本,使用"阅读分级指难针",分析义务教育理念推广期(2004-2011)、义务教育课标实施期(2012-2014)、核心素养期(2015-2020)及核心素养下的"双减"时期(2021-2023)中的文本难度、词汇难度、句法难度及其相关指标的历时变化,并探讨不同发展阶段和命题单位对其的影响.结果显示,中考英语阅读文本难度、词汇难度与句法难度的均值在 3.46 至 3.62 之间,处于中考级别的中等难度水平;文本长度、词汇覆盖率、限定性从属子句数量、复杂名词短语数量与非限定性动词短语数量的均值呈现不同发展轨迹.双因素方差分析结果显示,核心素养时期的中考英语阅读理解文本难度显著高于义务教育理念推广期及义务教育课标实施期.地市命题的文本难度与词汇难度值均显著高于省级命题,发展阶段与命题单位在文本长度上的交互效应显著.本研究在一定程度上反映了不同阶段中考命题理念的变化,为优化中考阅读命题和教学实践提供意见参考.
Abstract
The control of text complexity in English reading comprehension texts is crucial for ensuring the validity of the High School English Entrance Examination(Zhongkao).Under the reform of the compulsory education curriculum and the advancement of province-level English test development,the changing pattern of the text complexity of the English reading comprehension texts has yet to be explored.This study selected 1200 Zhongkao English reading comprehension texts from 2004 to 2023.With Eng-Editor,the study analyzed the diachronic changes in text complexity,lexical complexity,syntactic complexity,and related indices across the four periods,i.e.,compulsory education promotion period(2004-2011),compulsory education curriculum standard implementation period(2012-2014),core competency development period(2015-2020),and core competency development under the"Double Reduction"period(2021-2023).The results showed that the average difficulty of text,vocabulary,and syntax in the reading texts ranged from 3.46 to 3.62,aligning with medium difficulty for Zhongkao.The average text length,lexical coverage,the number of restrictive subordinate clauses,the number of complex noun phrases,and the number of non-finite verb phrase all revealed different development trajectories.Two-way ANOVA results indicated that text complexity remained stable across different stages,while lexical complexity,syntactic complexity and text length all increased across stages.Texts from autonomous test design were significantly more complex than those from unified test design.There was a significant interaction effect between development stage and test design approach on text length.This study reflects the shifts in the concept of Zhongkao test design at different stages,providing suggestions and references for optimizing reading test design and teaching practices for Zhongkao.
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