我区实行中考统一命题已经五年了,如何发挥中考命题正确的导向作用,是这几年语文命题的主要研究课题之一。 一、把好大纲关,引导教师认真学习教学大纲,把握教学要求 教学大纲是教学的依据,也是考试命题的依据。1986年,我区首次中考统一命题严格依据大纲要求,获得了广大教师的肯定和支持。1986年12月,教委颁发了全日制中小学各科教学大纲,依照中学语文新大纲的精神,从1987年起,中语命题又确定了两条具体原则:第一,凡涉及课文内容的试题均不超出大纲规定的基本课文的范围;第二、不用名词术语去考学生。1990年,根据教委已颁发的《九年制义务教育初中语文教学大纲》和现行大纲修改意见的精神,命题范围又由110篇基本课文缩减为100篇;要求掌握的字控制在常用字和次常用字范围内;对多重复句的考查降低为二重复句;对文言文的考查限制在朗读、背诵和基本理解课文内容方面。总之,这几年我区中考语文命题范围和要求的变化,始终 It has been five years since the implementation of the unified examination proposition in our district. How to bring into play the correct guiding role of the examination proposition is one of the major research themes of language propositions in recent years. First, a good outline off, guide teachers to seriously study the syllabus to grasp the teaching requirements The syllabus is the basis for teaching, but also the basis for the examination proposition. In 1986, the unified proposition for the first time in the district was strictly based on the requirements of the program, and it was recognized and supported by the teachers. In December 1986, the Board of Education issued a full-time curriculum for primary and secondary school subjects. In accordance with the spirit of the new language guidelines for middle schools, the Chinese language proposition has established two specific principles since 1987: first, questions concerning the content of texts. They do not exceed the scope of the basic text of the outline; second, they do not use nouns to test students. In 1990, according to the spirit of the “Syllabus for Junior-Year Compulsory Education for Junior High Schools” issued by the Board of Education and the amendments to the current syllabus, the scope of the proposition was reduced from 110 basic texts to 100; the words required to be mastered were controlled in common words and times. Within the range of commonly used words; the examination of multiple repeat sentences is reduced to two duplicate sentences; the examination of classical Chinese texts is limited to reading, recitation, and basic understanding of the content of the text. In short, the changes in the scope and requirements of the language propositions in our district during the past few years have always been