The assessment and implications of higher-order thinking in English reading comprehension of senior high school entrance examination
高阶思维在中考英语阅读理解中的考查与启示

摘要

本研究旨在探讨高阶思维在中考英语阅读理解试题中的考查形式及其对英语教学的启示。研究采用定量与定性相结合的分析方法，以2020-2024年山东省青岛市中考英语阅读理解试题为研究对象，通过统计与文本分析，系统探究了高阶思维考查题目的分布特征及变化趋势。研究发现：首先，高阶思维考查题目在中考英语阅读理解中的占比呈现显著上升趋势，反映出命题者对思维能力培养的重视程度逐步提高；其次，高阶思维考查题目的类型分布不均衡，其中分析与推断类题目占比最高，归纳与概括类题目次之，而评价与创造类题目考查比例较低。基于上述研究结果，提出以下建议：在中考英语命题中，应进一步优化高阶思维考查题目的结构比例，适当增加评价与创造能力的考查权重；同时，通过设计更具情境化和开放性的试题，更好地发挥考试对教学的反拨作用，从而有效促进学生英语学科核心素养的全面发展。

Abstract

This study aims to explore the assessment patterns of higher-order thinking in English reading comprehension test questions of the high school entrance examination and its implications for English teaching. Adopting an analytical method combining quantitative and qualitative analysis, the research systematically examines the distribution characteristics and evolving trends of higher-order thinking assessment items, using the English reading comprehension test questions of the high school entrance examination in Qingdao City, Shandong Province from 2020 to 2024 as the research object. The findings reveal that: (1) The proportion of higher-order thinking assessment items in the English reading comprehension section of the high school entrance examination has shown a significant upward trend, reflecting examiners’ increasing emphasis on cultivating students’ cognitive abilities; (2) Among them, the proportion of analysis and inference questions is the highest, followed by induction and generalization questions, while the proportion of evaluation and creation questions is relatively low. Based on these results, the study proposes the following recommendations: In the English proposition of the high school entrance examination, the structural proportion of the examination questions of higher-order thinking should be further optimized, and the examination weight of evaluation and creative ability should be appropriately increased; Meanwhile, by designing more contextualized and open-ended test questions, the backwash effect of examinations on teaching can be better exerted, thereby effectively promoting the all-round development of students' core literacy in the English subject.