高考作為一項(xiàng)重要的全國(guó)性的考試,在選拔人才方面扮演著顯著的角色。本論文“2014-2016年高考英語(新課標(biāo)全國(guó)Ⅱ卷)閱讀理解測(cè)試內(nèi)容效度研究”采用定量與定性研究相結(jié)合的方法,以2014至2016年的高考英語(新課標(biāo)全國(guó)Ⅱ卷)為研究對(duì)象,試圖探討高考英語閱讀理解的特點(diǎn)和內(nèi)容效度。本研究中的分析框架是以巴赫曼的任務(wù)框架為基礎(chǔ),并結(jié)合普通高中英語課程標(biāo)準(zhǔn)、考試大綱、考試說明,根據(jù)高考英語閱讀測(cè)試部分的實(shí)際情況而構(gòu)建的。該任務(wù)特征框架包括以下五個(gè)方面:測(cè)試環(huán)境、測(cè)試說明、測(cè)試輸入、答題以及輸入與答題之間的關(guān)系。作者從以上五個(gè)方面,從歷時(shí)動(dòng)態(tài)的角度著重對(duì)2014年至2016年近三年的高考英語(新課標(biāo)全國(guó)Ⅱ卷)閱讀試題的內(nèi)容效度進(jìn)行了分析。研究結(jié)果表明,近三年高考英語(新課標(biāo)全國(guó)Ⅱ卷)閱讀理解呈現(xiàn)出以下特點(diǎn):1)總體說來,命題緊扣考試大綱,在試卷的結(jié)構(gòu)上保持了良好的穩(wěn)定性;2)體裁相對(duì)多樣,選材體現(xiàn)了思想性、教育性、新穎性與真實(shí)性,與考生的生活息息相關(guān);3)閱讀量適中,閱讀難度適當(dāng);4)突出語篇,強(qiáng)調(diào)應(yīng)用,著重對(duì)學(xué)生綜合能力的考察。但是,研究中也發(fā)現(xiàn)某些方面不足,需要完善:1)就閱讀測(cè)試題型而言...

【文章頁(yè)數(shù)】：71 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
摘要
Abstract
Chapter One Introduction
    1.1 Research Background
    1.2 Research Significance
    1.3 Structure of the Thesis
Chapter Two Literature Review
    2.1 Validity
        2.1.1 Definition of Validity
        2.1.2 Content Validity
    2.2 Reading
        2.2.1 Nature of Reading
        2.2.2 Schema Theory
        2.2.3 Models of Reading
    2.3 Theoretical Framework for Validating Reading Tests
        2.3.1 Bachman’s Task Feature Theory
        2.3.2 Bachman and Palmer’s Framework
        2.3.3 An Assessment Framework of Reading Comprehension Tests
    2.4 Empirical Studies on Content Validity of NMET
Chapter Three Methodology
    3.1 Research Design
        3.1.1 Research Questions
        3.1.2 Research Materials
        3.1.3 Research Instruments
    3.2 Research Procedures
        3.2.1 Data Collection
        3.2.2 Data Analysis
Chapter Four Findings and Discussion
    4.1 Characteristic of Test Environment
        4.1.1 Test Time
        4.1.2 Test Staff
        4.1.3 Familiarity
        4.1.4 Conditions of Examination Room
    4.2 Characteristic of Test Specification
        4.2.1 Item Requirement
        4.2.2 Test Structure
        4.2.3 Time Allocation
        4.2.4 Grading Methods
    4.3 Characteristic of Test Input
        4.3.1 Input Form
        4.3.2 Input Content
    4.4 Characteristic of Test Response
        4.4.1 Basic Situations of the Test
        4.4.2 Tested Skills
    4.5 Characteristic of the Relationship Between Input and Response
        4.5.1 Internal Reaction Between Input and Response
        4.5.2 Correlation Between Input and Response
        4.5.3 Directness of the Relationship
Chapter Five Conclusion
    5.1 Major Findings
    5.2 Implications of the Study
        5.2.1 Implications for NMET Designing
        5.2.2 Implications for English Instruction
    5.3 Limitations of the Study
Bibliography
Appendices
Acknowledgements



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