4级考前最新命制试卷一
Part I Writing (30 minutes)
Directions:For this part, you are allowed 30 minutes to write a short essay entitled How to Relieve Stress. You should write at least 120 words according to the outline given below.
1. 现在人们面临着各种压力
2. 人们减压的方法各异
3. 我的减压方法
How to Relieve Stress
Part II Reading Comprehension (Skimming and Scanning) (15 minutes)
Directions: In this part, you will have 15 minutes to go over the passage quickly and answer the questions on Answer Sheet 1. For questions 1-7, choose the best answer from the four choices marked A), B), C) and
D). For questions 8-10, complete the sentences with the information given in the passage.
How to Make Peace with Your Workload
Swamped (忙碌的), under the gun, just struggling to stay above water...; whatever office cliché (陈词滥调) you employ to depict (描述) it, we?ve all been in that situation where we feel like we might be swallowed up by our
workload. Nonetheless many a way may be used to manage your to-do list to prevent feeling overwhelmed. How to make peace with your workload once and for all goes as follows.
Get organized
“Clear the deadwood out of your desk and keep your office in shape, which enhances your capability to handle other tasks and raises the probability that you?ll retrieve (重新获得) the items you do need in a faster and easier fashion,” says Jeff Davidson who works as a work-life expert and writer of more than 50 books on workplace issues. “When something can be disposed, let it go, given in reality most of what you retain is replaceable.”
Joel Rudy, vice president of operations for Photographic Solutions, with better than thirty years of business management experience, believes that keeping organized is a must. “Messy work areas are nonproductive in some
me asure. Provided that you can?t locate a document or report easily because it?s lost in a pile of mess, then you have a problematic situation,” he says. “Thereby you are supposed to take the time to tidy up your work areas and keep your important files, man uals and reports in an accessible location, which will maximize your efficiencies.”
Make a to-do list, then cover it up
It may sound weird (怪异的), but it works, says Jessica Carlson, an account executive at Bluefish Design Studio which is an advertising consulting firm.
Carlson urges her team to utilize to-do lists to stay on track and highlight items that are a priority. “Cover up the list, with the exception of one high-priority task at one time,” she suggests. “This will allow you to focus better on the t ask at hand; otherwise, it will be easy to get overwhelmed if you?re reading through a to-do list that spans an entire page. Concentrating on a single item will make your tasks appear like they are more doable,” Carlson says. Stop multitasking
Despite what you may consider multitasking, it?s counterproductive. Unless you?re drinking coffee while scanning your morning e-mails, you?re not saving any time by attempting to do ten things at once.
“If you find yourself getting tangled(纠缠的) in too many things, it may be of much necessity of you to reevaluate your involvement,” Rudy says. “Your mind will wander from one topic to another and you may end up never accomplishing a thing.” Rudy recommends the best way to stop multitasking is to create priority lists wit h deadlines. “When applicable, complete one project before you move further on to the next one,” he says.
Set time limits
Deborah Chaddock-Brown, a work-at-home single parent, says she?s frequently overwhelmed by the demands of maintaining order in her res idence and running her own business. Still, she manages to “do it all” by setting a time limit for each task. “I have the type of personality that flits (轻轻地掠过) from thing to thing because I do have so much on my plate,” Brown says.
“As a consequence I ass ign time slots (时隙): For the next 15 minutes I will participate in social media for the purpose of marketing my business (not sending photos or playing Farmville) and that is the only thing I am about to do for the next 15 minutes. When the time is up, I m ove on to the next task. That way, at night I don?t end up with a pile of tasks to accomplish even though I felt busy all day.”
Talk to your manager
“Quite often, people are working on things that are no longer a top priority, but someone forgot to tell t hem (that they?re no longer important). There are usually clear priorities in the manager?s head; he or she has just not done a great job communicating those with the employee,” says Holly Green, CEO of The Human Factor.
Green?s suggestion unfolds in this manner: “If you find yourself confronted with too many responsibilities, sit down, note the significant things you are in charge of, and go to your manager to have a conversation to discuss priorities, trade-offs, time commitments and interdependencies required to do each thing well, and then ask what you should stop working on or work on less so you can get the right things done.” Green says managers should be willing to help sort out priorities, so long as employees have a can-do approach and aren?t just complaining about their workload.
Eliminate time wasters
“If interruptions are keeping you from your responsibilities, learn how to deal with them accordingly,” says
Eileen Roth, author of Organizing for Dummies. Roth proposes the following suggestions to combat disruptions: “Use voice mail to cut down on telephone interruptions, shut off the alert that says …You?ve got an e-mail? and give staff members a set time to visit with you.”
Justin Gramm, president of Globella Buyers Realty, exemplifies(例证) Roth?s point. “E-mail had been a big time waster for me in the past because it was a constant interruption, causing me to lose focus on the task at hand,” he says. Since determined to check his e-mails only twice a day, Gramm says he has become much more efficient. “If people want to get more work done, they need to stop checking e-mails and get down to business,” he says. Assess your workload before taking on new tasks
“The paradox (悖论) of today?s work environment is that the more you do, the more that?s expected of you,” Davidson says. In order to better assess your workload, Davidson suggests asking yourself the following questions before agreeing to undertake new responsibilities: Is the task aligned (使一致) with your priorities and goals; Are you likely to be as prone to saying yes to such a request tomorrow or next week; What else could you do that would be more rewarding; What other pressing tasks and responsibilities are you likely to face; Does the other party have options other than you; Will he or she be crushed if you say no?
Want to know more?
Most of our experts recommended books for additional tips on how to maximize efficiency, but one book was mentioned time and again. Check out The Seven Habits of Highly Effective People.
1. Jeff Davidson suggests that you can enhance your work efficiency by _______.
A) removing the dead tress from your office
B) improving one?s ability to replace things
C) getting rid of unnecessary materials at work
D) redecorating one?s office when it gets untidy
2. What?s the cause of one?s low work efficiency according to Joel Rudy?
A) His lack of instruction in handling time while working.
B) His lack of sufficient working experience under his belt.
C) His weak will-power which can be easily crushed by heavy workload.
D) His incapability of managing materials necessary for his doing work well.
3. According to Jessica Carlson what is essential in managing a to-do list?
A) Having a peaceful mind at work.
B) Performing the tasks one by one.
C) Giving priority to one task at a time.
D) Building a high efficient work-team.
4. According to Rudy doing too many things at one time may lead to _______.
A) saving much time
B) low efficiency
C) peace of mind at work
D) appreciation from the boss
5. To manage her to-do list to prevent feeling overwhelmed Deborah Chaddock-Brown _______.
A) participates in social media frequently
B) sets time limits for all tasks
C) accomplishes each task at 15 minutes
D) tends to make herself feel busy all day
6. What does Holly Green think managers should do if employees go to him for help with the work?
A) Reevaluate their workload.
B) Help sort out priorities willingly.
C) Tell them what they?re doing is important.
D) Relieve them of too many responsibilities.
7. How did Eileen Roth and Justin Gramm consider interruptions at work?
A) They distract one from the task at hand.
B) They sometimes may make you relaxed.
C) They sometimes help improve work efficiency.
D) One sometimes won?t do his work well without them.
8. Gramm has become much more efficient since he decided to check his e-mails _______________________.
9. Davidson says that in work environment nowadays the more you do, _______________________________.
10. Most experts recommended ___________________________ as additional tips for those who want to maximize
efficiency.
Part III Listening Comprehension(35 minutes)
Section A
Directions:In this section, you will hear 8 short conversations and 2 long conversations. At the end of each conversation, one or more questions will be asked about what was said. Both the conversation and the
questions will be spoken only once. After each question there will be a pause. During the pause, you must
read the four choices marked A), B), C) and D), and decide which is the best answer. Then mark the
corresponding letter on Answer Sheet 2 with a single line through the centre.
11. A) The woman would sew them back on.
B) The woman would quarrel with the man.
C) The man would not take the responsibility.
D) The man gave the woman a good suggestion.
12. A) The man is thinking about taking a new job.
B) The man likes a job that enables him to travel.
C) The man is sure that he will gain more by taking the job.
D) The man doesn?t want to stay at home and take care of his child.
13. A) He can treat the woman.
B) He broke his ankle.
C) He doesn?t have money.
D) He must find his check.
14. A) The requirement of a class.
B) The registration of a class.
C) The dropout of a class.
D) The schedule of a class.
15. A) Working at the company library.
B) Studying for a psychology exam.
C) Finding some books on investing.
D) Making preparation for his report.
16. A) He is quite busy for the whole day.
B) He is not available until late this afternoon.
C) He will come back at 10:30 the next morning.
D) He can meet the man sometime next morning.
17. A) He is a smart guy.
B) He wears formal clothes today.
C) He will marry his cousin today.
D) He will give his cousin a surprise.
18. A) He often feels tired during the winter.
B) He wishes the weather could get warmer.
C) He?s not sure when spring officially begins.
D) He has no time to enjoy the spring weather.
Questions 19 to 22 are based on the conversation you have just heard.
19. A) Her mother is ill.
B) She won?t go home for the holiday.
C) She didn?t get a scholarship to study chemistry.
D) Her favorite teacher is ill.
20. A) Old and tired.
B) Serious and healthy.
C) Patient and popular.
D) Retired and healthy.
21. A) Mr. Amald.
B) Miss Stiff.
C) Mr. Cobette.
D) The woman?s mom.
22. A) Sad about them.
B) Bad about their teaching.
C) Lucky to have had them.
D) Happy that they are retired.
Questions 23 to 25 are based on the conversation you have just heard.
23. A) It has so many buildings.
B) It?s so large.
C) It?s so hard to get familiar with.
D) I t?s easy to get around.
24. A) Work out the layout of the campus.
B) Locate the Darwin Building on the map.
C) Attend their biology class.
D) Talk about their first impression of the university.
25. A) 9:30
B) 10:00
C) 10:15
D) 11:00
Section B
Directions:In this section, you will hear 3 short passages. At the end of each passage, you will hear some questions. Both the passage and questions will be spoken only once. After you hear a question,
you must choose the best answer from the four choices marked A), B), C) and D). Then mark the
corresponding letter on Answer Sheet 2 with a single line through the centre.
Passage One
Questions 26 to 28 are based on the passage you have just heard.
26. A) The effect of drinking on driving.
B) The damage of drinking to your body.
C) The introductions of driving skills.
D) The process of alcohol being absorbed.
27. A) Having a cup of tea helps to get rid of alcohol from the body.
B) Drinking below the drink driving limit has no effect on driving.
C) Alcohol is taken in more quickly when drunk with fruit juice.
D) 50 milligrams of alcohol per 100ml of breath is below the drink driving limit.
28. A) He or she will be forbidden to drive for 3 years
B) He or she should provide specimens for testing.
C) He or she should pay a maximum fine of HK $ 25,000
D) He or she will be punished for 10 driving-offence points
Passage Two
Questions 29 to 32 are based on the passage you have just heard.
29. A) A judge.
B) A writer.
C) A teacher.
D) A doctor.
30. A) She wanted to study by herself.
B) She fell in love and got married.
C) She suffered from a serious illness.
D) She decided to look after her grandma.
31. A) She ignored her guilty feeling for her sons.
B) She was busy yet happy with her family life.
C) She wanted to remain a full-time housewife.
D) She was too confused to make a correct choice.
32. A) Well begun, half done.
B) Every coin has two sides.
C) Little by little, one goes far.
D) Failure is the mother of success.
Passage Three
Questions 33 to 35 are based on the passage you have just heard.
33. A) Corbett was poorly trained.
B) Corbett didn?t want to hurt Wellman.
C) Wellman had lost interest in climbing.
D) Wellman hadn?t decided whether to climb again.
34. A) He climbed Half Dome by himself.
B) He was disabled in a traffic accident.
C) He stopped rock-climbing for some time.
D) He was saved by Corbett during the climb.
35. A) Friendship is precious in life.
B) Two heads are better than one.
C) The disabled should never give up.
D) A man can be destroyed but cannot be defeated.
Section C
Directions:In this section, you will hear a passage three times. When the passage is read for the first time, you should listen carefully for its general idea. When the passage is read for the second time, you are
required to fill in the blanks numbered from 36 to 43 with the exact words you have just heard. For
blanks numbered from 44 to 46 you are required to fill in the missing information. For these blanks, you
can either use the exact words you have just heard or write down the main points in your own words.
Finally, when the passage is read for the third time, you should check what you have written.
There are five basic functions of a newspaper: to inform, to review, to persuade, to instruct and to entertain. You may think that this list of functions is in order of (36) _______. But, if so, you would not be in (37) _______ with the majority of the reading public. Of the two (38) _______ of newspaper, the popular and the quality, the former have a readership of millions, while the (39) _______, only hundreds of thousands. Yet the popular papers seem largely (40) _______ for recreation and light-hearted human interest stories. Their news coverage contains lots of comments and (41) _______ language: the information content is low, and instruction is minor. However, the quality newspapers put a much lower emphasis on (42) _______. It is not only in content that the two types of paper differ. There is a difference, too, in the style in which the articles are written. The popular papers (43) _______ use more dramatic language with a lot of wordplay. (44) _______________________________________________________________. In order to decide whether a newspaper is a quality or a popular one, it is not even necessary to read it, since you can tell simply by the way it looks. (45) _______________________________________________________________. They have bigger headlines and more
photographs. There is a greater variety of typeface and printed symbols. Such devices are not only used to make the paper more attractive; they may also influence what the reader reads. (46) _______________________________________________________________.
Part IV Reading Comprehension (Reading in Depth) (25 minutes)
Section A
Directions:In this section, there is a passage with ten blanks. You are required to select one word for each blank from a list of choices given in a word bank following the passage. Read the passage through carefully
before making your choices. Each choice in the bank is identified by a letter. Please mark the
corresponding letter for each item on Answer Sheet 2 with a single line through the centre. You may
not use any of the words in the bank more than once.
Questions 47 to 56 are based on the following passage.
In June of 2008, I was laid off from my position as a chemist for a pharmaceutical (医药的) company after 17 years in the industry.
What should I do for the rest of my life? I knew that I wanted to go back to academe (学院) someday, but I had always envisioned (设想) that would happen when I reached 47 age. Yet here I was at age 44, with a 48 to
make. I knew from recent experience that I enjoyed passing on knowledge to others more than 49 using that knowledge to do the same type of work over and over. All things being equal, I 50 I would rather teach than find another job in industry.
At that point I talked at 51 with my graduate adviser and several friends who worked in academe. They 52 me that I could make enough money by moving somewhere with a lower cost of living, working in the summers for 53 income, and consulting; and that while the odds that I would find a job at a research university were low, if I applied to undergraduate colleges, I had a(n) 54 chance of finding a position. The second point was fine with me, because I wanted to teach, and running a research program focused on teaching undergraduates how to do research sounded 55 .
The first interview was with my university, and it was short, because I already had a good quality and preparation.
A week later I traveled to the college for my second campus interview. I had dinner that night with several faculty members, followed by a full day of 56 . In the early afternoon, I taught an organic-chemistry class, filling in for the usual professor, who watched along with other faculty members.
Finally, in late March 2010, my university offered me a tenure-track (终身职位) job.
A) anticipated I) retirement
B) decision J) naturally
C) realized K) length
D) ease L) convinced
E) extra M) frustrating
F) reasonable N) graduation
G) actually O) interviewing
H) satisfying
Section B
Directions:There are 2 passages in this section. Each passage is followed by some questions or unfinished statements. For each of them there are four choices marked A), B), C) and D). You should decide on the
best choice and mark the corresponding letter on Answer Sheet 2 with a single line through the centre.
Passage One
Questions 57 to 61 are based on the following passage.
The prospects for women who are scientists and engineers at major research universities have improved, although women continue to face unfair treatment in salary and access to some other resources, a panel of the National Research Council concludes in a new report.
In recent years “men and women faculty in science, engineering and mathematics have enjoyed comparable opportunities,” the panel said in its report, released on Tuesday. It found that women who applied for university jobs and, once they had them, for promotion and tenure (终身任职), were at least as likely to succeed as men.
In another report this week in the Proceedings of the National Academy of Sciences, researchers at the University of Wisconsin reviewed a variety of studies and concluded that the achievement gap between boys and girls in mathematics performance had narrowed to the vanishing point.
Although girls are still of a smaller number in the ranks of young math prodigies (神童), they said, that gap is narrowing, which undermines claims that a greater prevalence (流行) of profound mathematical talent in males is biologically determined. The researchers said this and other phenomena “provide abundant evidence for the impact of sociocultural and other environmental factors on the development of mathematical skills and talent and the size, if any, of math gender gap.”
The research council, an arm of the National Academy of Sciences, gathered its expert panel at the request of Congress. The panel surveyed six disciplines — biology, chemistry, mathematics, civil and electrical engineering, and physics — and based its analysis on interviews with faculty members at 89 institutions and data from federal agencies, professional societies and other sources. The panel was led by Claude Canizares, a physicist who is vice president for research at M.I.T, and Dr. Sally Shaywitz of Yale Medical School, an expert on learning.
The Wisconsin researchers, Janet S. Hyde and Janet E. Mertz, studied data from 10 states collected in tests authorized by the No Child Left Behind Act as well as data from the National Assessment of Educational Progress, a federal testing program. Differences between girls? and boys? performance in the 10 states were “close to zero in all
grades,” they said, even in high schools where gaps had existed earlier. In the national assessment, they said, differences between girls? and boys? performance were “trivial”.
57. We learn from the passage that female scientists and engineers in some universities ________.
A) tend to compare themselves with men
B) suffer from overwhelming unequal treatment
C) find it difficult to get ideal jobs
D) have a future as bright as men
58. According to the researchers at the University of Wisconsin, ________.
A) girls usually think narrowly in math while boys don?t
B) girls can do almost as well as boys in mathematics
C) most girls perform better in mathematics than boys
D) there are very few girls who are really talented in math
59. What is the conclusion of the research council based on?
A) The analysis made by 89 college teachers and data from different agencies.
B) The survey of six subjects, interviews with teachers and data from different kinds of sources.
C) The survey at the request of the Congress and talks with teachers from 89 institutions.
D) The research made by the National Academy of Sciences and the survey within six fields.
60. What can be inferred from the last paragraph?
A) Neither gender nor age affects students? performance in mathematics.
B) People expect to see gaps between girls?and boys? performance in high school.
C) Different tests show different results concerning students? performance.
D) Data from 10 states are not as accurate as those from the national tests.
61. The passage is mainly about ________.
A) the unfair treatment towards female in universities
B) women bridging gap in science opportunities
C) the achievement of female scientists in universities
D) a national study of teaching methods of mathematics
Passage Two
Questions 62 to 66 are based on the following passage.
It?s time to stop complaining. The economy might be melting down like butter in a hot pot, but for some people — you, maybe? — this could be a very good thing.
Here?s why. At no other time in recent history has it been easier or cheaper to start a new kind of company. Possibly a very profitable company. Let?s call these start-ups LILOs, for “a little in, a lot out;” These are Web-based businesses that cost almost nothing to get off the ground yet can turn into great moneymakers.
How do you get star ted? All that?s required is a great idea for a product that will fill a need in the 21st century. These days you?d do best if your idea either makes people money or saves them money. And launching now will make your company stronger later —you?ll learn to survive on fumes until the economy improves.
That?s what John Tayman is doing. He?s an author who lives in San Francisco, where I met him; he wrote reviews for a business magazine I edited. Tayman knew little about technology and even less about business. And yet he dreamed of a website that would summarize car reviews from other sources and rank every model of new car. “It?ll be like https://www.doczj.com/doc/0717688926.html, meets Kelley Blue Book,” he explained to me during lunch one day last June. Tayman said he intended to b uild the site on the side while continuing to write for a living. He?d work on his new company only at night and on weekends. Oh, yes, and he had only about $10,000. “Good luck with that!” I thought. Ideas are much easier to produce than they are to execute.
Tayman went to work with nothing more than his PowerBook laptop. A very well-organized fellow, he quickly discovered a bunch of free stuff online — instructional manuals and sites that walk you through the process from start to finish. Within months, Tayman had a virtual staff of 20 employees working for him in five different countries. https://www.doczj.com/doc/0717688926.html, went live in January. Tayman figures he has worked about 10 hours a week on it and hasn?t spent a cent on marketing or advertising. Growth is modest but steady: nearly 10,000 people visit each week.
62. What is an advantage of starting a business now?
A) It will guarantee you a big success.
B) It can never be more profitable.
C) It costs you much less than ever before.
D) It keeps you from useless complaining.
63. What is essential to start your business according to the passage?
A) Low-cost products used to be trade.
B) A good idea helping people make or save money.
C) Starting the business as early as possible.
D) Practical products with good quality.
64. What is said about Tayman in the passage?
A) He chooses to run his business in his spare time.
B) He has raised enough funds for his business.
C) He is good at Internet technology and e-commerce.
D) He came up the idea when talking with his friend.
65. How did the author feel on hearing of Tayman?s idea?
A) He was sure that it would make profit.
B) He thought Tayman was out of his mind.
C) He is suspicious of his executive capability.
D) He had no confidence in Tayman?s success.
66. How is Tayman?s web site going now?
A) It starts to be used by more people now.
B) It has made a huge profit since January.
C) It still copies free stuff from the Internet.
D) It has a capacity of 10,000 visits per week.
Part V Cloze (15 minutes)
Directions:There are 20 blanks in the following passage. For each blank there are four choices marked A), B), C) and D) on the right side of the paper. You should choose the ONE that best fits into the passage. Then
mark the corresponding letter on Answer Sheet 2 with a single line through the centre.
Our society structure affects all human relationships. Most people feel 67 powerless if their specific situations are 68 their control. The resultant (由此产生的) stresses need outlets.
There are many different outlets. Many of us are 69 at least sometimes to take out our 70 on people nearest to us. The kind of destructive (毁灭性的) outlet that a woman uses may be 71 — either against her husband or children —72 more often, it is directed towards her children who cannot walk out. Commonly, women turn violent feelings 73 : twice as many women as men suffer from depression. Women are subjected 74 depression. As far as men are 75 , they have been brought up to use their fists —and 76 encouraged to do so. So a man?s outlet can, 77 its extreme form, involve physical violence against his wife and family. Many women have no 78 to escape: they can?t easily leave home. Compared with men, women are 79 powerless.
Women are 80 to look after their children. Many women are consequently totally 81 on their husband?s incomes, or earn a little money at part-time, low-paid jobs. Fathers, on the other hand, are not seen by society as 82 for the care of their children. A man can 83 drink all his earnings if he wishes. One of the reasons, some women 84 with beating for so long is because they are concerned about how they could bring up the children with little money on their own if they left. 67. A) specially B) essentially
C) remarkably D) particularly
68. A) beyond B) under C) over D) within
69. A) affected B) effected
C) inclined D) subjected
70. A) recession B) frustration
C) excitement D) misunderstanding
71. A) conscious B) mental C) internal D) physical
72. A) and B) but C) or D) so
73. A) outwards B) upwards
C) inwards D) downwards
74. A) with B) to C) into D) by
75. A) concerned B) conformed
C) confronted D) confused
76. A) only B) almost C) even D) just
77. A) for B) at C) on D) in
78. A) approach B) way C) habit D) means
79. A) relatively B) essentially
C) feasibly D) occasionally
80. A) preferred B) promised
C) intended D) expected
81. A) distinct B) dependent
C) separate D) relevant
82. A) responsible B) considerate
C) reasonable D) sensible
83. A) so B) thus C) still D) ever
84. A) put up B) come up C) fall in D) tie in
Often, women finally leave only 85 they fear that their children are themselves in physical or mental 86 from their fathers. 85. A) if B) while C) until D) when
86. A) relief B) risk C) danger D) loss
Part VI Translation (5 minutes)
Directions:Complete the sentences by translating into English the Chinese given in brackets. Please write your translation on Answer Sheet 2.
87. I knew that nothing would over discourage him; he would ____________________________ (永远不会放弃想
当领导) .
88. Jack only speaks English, so he never speaks French; neither ___________________________ (他也从来没有
讲过意大利语) .
89. Speed of technological development is too fast, we could ____________________________ (几乎无法与现代
趋势保持同步) .
90. My mother did not go to New Delhi, because the doctor _________________________ (建议她不要去那里) .
91. Because of the economy crisis in 2009, farmers had great difficulty ______________________ (把产品卖个好
价钱) .
揭密试卷命制过程 揭密试卷命制过程 绥化普高联校复制 揭密试卷命制过程 一、命题目的 命题有狭义广义之分。狭义命题是指对考试试题的命制，广义命题则还包括由试题组合成试卷。这里采用广义命题观，即命题系指试题和试卷的命制和编辑。 命题的目的就是命制一份高质量的试卷，它必须符合考试目的，满足试卷、试题的质量指标要求。 二、命题组织及工作程序 1、命题组编制测评考试的命题双向细目表及能力和情感目标考查说明。然后命题组成员各自据之编写试题、试卷、参考答案和评分标准草稿。命题组应对试卷草稿进行认真论证，从中筛选出用于组卷的试题，然后编辑试卷初稿。与此同时，应编制相应的参考答案和评分标准初稿。 2、命题组应对试卷初稿进行试测试评，试测人员由命题人员或合适的学生担任。根据试测结果，命题组再进行修订工作，最后拿出试卷、参考答案和评分标准及试卷双向细目表定稿。 3、命题组组长将试测试卷、命题双向细目表和试卷双向细目表、试卷、参考答案和评分标准的定稿一并交科负责人，并填写传递卡有关栏目完成交接手续。命题组长负责保存除移交审卷组的文档外的一切有关书面文档。 三、命题的总体要求 1、符合测评考试目的的要求。按照对测评考试分数解释依据的不同，考试可分为参照常模性测验和参照目标性测验两种。参照常模性测验适合于选拔性测验，如升学、竞赛、升学练兵考试。参照目标性测验适合于达标性测验，如期中、期末考试和毕业会考等。 2、符合测评考试的难度要求。考试难度要求有两项。其一是试题的难易程度，由易度指数衡量，易度指数越大，试题越容易。其二是试
题的难度分布，即按试题的难易程度将试题分为容易题、中难题、难题三类、三类题的比例分配要符合要求。 对于学科考试，参照目标性测验的易、中、难题比例一般为6：2：2到8：2：O，及格率一般为75~90%，优秀率一般为10~20%，参照常模性测验的易、中，难题比例一般为3：5：2到2：5：3，成绩分布大体呈正态分布。 3、遵从命题双向细目表。命题双向细目表是规定考试范围和认知目标的二维表格，表的纵向竖直栏规定测验的范围和内容，表的横向水平栏规定考试对认知目标或难度水平的要求。 下表是命题双向细目表样表。表中A、B，C对应于易、中、难三个难度水平，所列数字是指具有给定难度的对应章、节或知识点在试卷中的权重，是确定考试时问及试题数量和分数的依据，权重可以根据内容的重要程度、教学时问及其它因素确定。该表的纵向合计表示试题的难度分布，横向合计表示考试范围和内容的比重。编制试卷时，可在保证基本符合总的权重分配条件下，灵活调节表中个别项目的权重；与此同时，试卷内容要有良好的代表性和充分的覆盖率，各部分内容的比例要适当。 表3.1命题双向细目表样表 范围知识点难度水平合计 章节ABC 第一章第 一 节●12 39 ○235 ★1 1 第 二 节☆2 29 ◎◎◎◎◎◎33 ◇◇◇◇◇◇4 4
初中英语试题命制的基本要求.txt再过几十年，我们来相会，送到火葬场，全部烧成灰，你一堆，我一堆，谁也不认识谁，全部送到农村做化肥。初中毕业生英语学科学业考试命题指导课改实验区初中毕业生英语学业考试命题指导项目组 1997年，教育部基础教育司组织专家，就义务教育课程实施状况对9个省(市) 的16 000 多名学生、2 000 多名校长、教师进行了抽样调查。调查结果显示，初中毕业、升学考试对教师的教学行为、教师布置作业的内容与数量、学生的学习方式等都有重大的影响。调查结论认为，当时的考试评价制度存在着较大问题，严重制约了学生的全面发展，甚至影响到青少年的身心健康，已成为实施素质教育的瓶颈。为解决这一问题，教育部基础教育司在研究新的课程方案的同时，采取了一系列措施进行中考改革。 1998 年4 月，教育部基础教育司下发了《关于中考语文考试改革试点工作的指导意见》，在江苏省苏州市、湖北省荆门市、福建省莆田市、山东省烟台市、吉林省辽源市、上海市闽行区、北京市顺义县等七个地区进行初中毕业、升学语文考试改革试点。以语文学科初中毕业、升学考试改革为突破口，拉开了全国初中毕业、升学考试改革的帷幕。 1999 年和2000 年，教育部基础教育司两次下发《关于初中毕业、升学考试改革的指导意见》(以下简称《指导意见》)，提出了初中毕业、升学考试改革应符合国家的教育方针，体现义务教育的性质和素质教育的要求，推动了全国范围内的初中毕业及升学考试改革。1999 年，教育部基础教育司组建了“全国初中毕业、升学考试评价课题组”，从1999～2003 年连续五年对各地的初中毕业、升学考试进行分学科的评价，并于2000 年、2001 年、2003 年三次组织全国命题单位的研修培训，对命题、审题、阅卷和试卷评价等问题进行了深入的研讨。 2002 年12 月，经国务院同意，教育部下发了《关于积极推进中小学评价与考试制度改革的通知》，提出了新课程背景下全面推进中小学评价与考试制度改革的行动纲领和
中考英语试题命制的基本要求 初中毕业生英语学科学业考试命题指导课改实验区初中毕业生英语学业考试命题指导项目组1997年，教育部基础教育司组织专家，就义务教育课程实施状况对9个省(市) 的16 000 多名学生、2 000 多名校长、教师进行了抽样调查。调查结果显示，初中毕业、升学考试对教师的教学行为、教师布置作业的内容与数量、学生的学习方式等都有重大的影响。调查结论认为，当时的考试评价制度存在着较大问题，严重制约了学生的全面发展，甚至影响到青少年的身心健康，已成为实施素质教育的瓶颈。为解决这一问题，教育部基础教育司在研究新的课程方案的同时，采取了一系列措施进行中考改革。1998 年 4 月，教育部基础教育司下发了《关于中考语文考试改革试点工作的指导意见》，在江苏省苏州市、湖北省荆门市、福建省莆田市、山东省烟台市、吉林省辽源市、上海市闽行区、北京市顺义县等七个地区进行初中毕业、升学语文考试改革试点。以语文学科初中毕业、升学考试改革为突破口，拉开了全国初中毕业、升学考试改革的帷幕。
1999 年和2000 年，教育部基础教育司两次下发《关于初中毕业、升学考试改革的指导意见》(以下简称《指导意见》)，提出了初中毕业、升学考试改革应符合国家的教育方针，体现义务教育的性质和素质教育的要求，推动了全国范围内的初中毕业及升学考试改革。1999 年，教育部基础教育司组建了“全国初中毕业、升学考试评价课题组”，从1999～2003 年连续五年对各地的初中毕业、升学考试进行分学科的评价，并于2000 年、2001 年、2003 年三次组织全国命题单位的研修培训，对命题、审题、阅卷和试卷评价等问题进行了深入的研讨。2002 年12 月，经国务院同意，教育部下发了《关于积极推进中小学评价与考试制度改革的通知》，提出了新课程背景下全面推进中小学评价与考试制度改革的行动纲领和基本要求。通过上述措施，全国各地在初中毕业、升学考试的指导思想、试题命制、考试管理等方面都取得了较大进展。具体表现在：在考试的指导思想方面，各地在落实2000 年《指导意见》的基础上，对初中毕业生学业考试的认识不断深化，进一步探索按照推进素质教育和课程改革的要求，向着有利于学生的全面和谐及个性化发展、有利于学校创新发展、有利于课程改革健康发展、有利于基础教育均衡发展的
中学试卷命制要求 一、考试科目 1.适合科目：语文、数学、外语、物理、化学、生物、政治、历史、地理 2.单独命题科目：计算机、美术、音乐、书法等。 二、组织形式 命题人和审题人由各学科备课组长指定，考试采用闭卷密封形式。 三、命题要求 1.命题范围：原则上为本期所学内容，也可根据教学的实际情况进行调整，并将调整情况报教务处备案并说明原因。 2.基本要求：试卷结构合理，符合新课标，试题尽量原创，原题须改造或重组，不可使用现成试卷，命题、审题要认真细致，无重要失误。 3.学科分值：语文、数学、外语、三科均为150分；其它学科均为100分。 4.考试时间： （1）语文为150分钟；（2）数学为120分钟； （3）外语为120分钟；不含听力为100分钟（试卷分值为120分）。 （4）其它学科均为90分钟。 5.难度系数：要求掌握在0.80±0.05；试题的易、中、难比例按5:4:1命制。 四、输机要求 （1）题目：第一行：安阳市三中20xx-20xx学年x期期x考试（小三黑体）第二行：高xхх试题卷（答题卷、参考答案卷）（三号黑体） 第三行：命题人（小三黑体）、审题人（小三黑体） （2）内容：①大题题型号（四号黑体） ②正文（小四宋体），行间距：固定值约为18 ③页脚：高xхх（学科）卷，共x页第x页（五号黑体） ④页边距：上下左右均为2cm ⑤纸张大小为B5 （3）序号：①大写“一二三”后面，要用“顿号”，如“一、二、”。 ②小写“123”和字母后面，要用实心小圆点，如“1．A．a．”。 ③序号加括号，如（1）（2）（3）等后面，不加任何标点符号。（4）密封：密封线内要填写班级、姓名、考场号-座号等，并放在答题卷首页左侧，密封线内宽度约3.5厘米，便于密封。 五、试卷交付 1.保密要求：从命题到考试期间的各个环节，要求相关人员严格注意保密问题并采取相应的措施，包括选题、输机、发送、校对、印刷、分卷等。接触试题的各相关人员也必须注意保密。 2.试卷交付：备课组长应在规定时间内将试卷、参考答案的纸质稿及电子稿一并交予教务处。 安阳市三中教务处 2013年10月28日
命制试卷的基本要素 一、数学考试的目标： 考试命题“一切为了学生的发展”，从考试对象的实际状况出发，遵循课程标准但不面面俱到、人为追求“知识技能”考点的覆盖面，注意数学思考、解决问题方面的教育目标达标测评，有所体现对过程性目标（经历、体验、探索）的测评。要为教与学的方式的改进服务，通过考试抑制将数学能力技能化的过分训练，使探索性与接受性学习并行，为动手实践、主动探索、合作交流的学习方式提供活跃的生存空间。 二、试卷功能： (一)对学生学习的诊断与促进，恰当评价学生基础知识和基本技能的理解和掌握 对基础知识和基本技能的评价，应遵循《标准》的基本理念，以本学段的知识与技能目标为基准，考察学生对基础知识和基本技能的理解和掌握程度。对学生评价时，应重点考察学生在学习过程中结合具体材料对所学内容实际意义的理解 (二)情感与态度目标的落实 评价考试不应该还是冷冷的面孔，应该符合课程标准的理念，采用鼓励性语言，体现人文关怀，发挥评价的激励作用。让每一个考生在考试过程中，能够放松、愉悦地发挥其聪明才智，保护学生的自尊心和自信心。 (三)重视对学生发现问题和解决问题能力的评价，要注意考察学生能否从日常生活中发现并提出简单的数学问题；能否选择适当的方法解决问题；能否表达解决问题的大致过程和结果；是否养成反思自己解决问题过程的习惯。 解决问题过程评价的目标:
◆能否从不同角度观察、分析问题； ◆能否恰当应用各种策略和方法解决问题或者自己独立探究出解决问题新的思路与方法； ◆能否用数学语言清楚地表达解决问题的过程，并尝试用不同的方式（文字、符号、图表等）进行表达； ◆根据最初的问题情境证实和解释结果的合理性； ◆对解决问题的过程进行反思，获得解决问题的经验； ◆能否将解法或策略概括为一般的策略与方法并用于解决新的问题之中； ◆能否将问题及其结论作进一步的概括、推广与发展。考试命题要体现对学生的人文关怀，彻底摒弃考试就是甄别学业和成绩排队的错误观念，命题设计题目时不会一味的“捅漏子”、“造陷井”，而是让学生有展示所学和发挥能力的机会，这样才能真正做到让学生认识自我，建立数学自信心和争取更大的发展。 三、命题要求： （一）“考基础、抓重点、求稳定”的命题指导思想和“起点低、坡度缓、尾巴略翘”的试卷设计风格以及“依纲据本、考学一致”的命题原则。 （二）试卷难易分值配比合理，对主观性试题适当考虑分小题设计；评分坚持比较细致的分步得分方案和原则，以适当增加区分度。 试题难度逐题推进，在综合题设计上，难度也是按小题逐步增加的。难度适当，将难点分散在不同题目中，对主观性试题，适当考虑分小题设计，以体现适度区分，使不同层次考生都有所发挥。
命制试卷的基本要素 考试说明一共有六大部分，这六大部分包括第一，考试的性质，第二，考试的范围，第三，考试的内容和目标，第四，考试的方式，第五，试卷的结构，第六是题型示例以及参考答案。简单地说，这一个小小的册子就告诉我们中考数学要考什么，怎么考，考试范围是什么，考试的难度又会怎样。那这个难，难会难在哪儿 一、中考的性质：？ 考试的指导思想是：有助于高级中等学校的招生录取工作，有助于进一步促进初中教学质量的提高，有助于课程改革的实施和中学素质教育的全面推进。考试应具有较高的信度、效度、必要的区分度和适当的难度。 考试命题“一切为了学生的发展”，从考试对象的实际状况出发，遵循课程标准但不面面俱到、人为追求“知识技能”考点的覆盖面，注意数学思考、解决问题方面的教育目标达标测评，有所体现对过程性目标（经历、体验、探索）的测评。要为教与学的方式的改进服务，通过考试抑制将数学能力技能化的过分训练，使探索性与接受性学习并行，为动手实践、主动探索、合作交流的学习方式提供活跃的生存空间。 试卷编制应适应课改要求： （1）体现知识的迁移、转化、应用或问题解决等能力因素。 （2）重视知识技能形成过程的考查，引导加强过程教学。例如；对一些公式的形成，规律的得出可以设计探究性的试题，让学生通过观察、分析、归纳、猜想，发现其中蕴含的规律。 （3）注重联系生活实际，突出学科知识的实践和运用。试卷命题的外在形式上都要努力体现生活化、情节化，应避免单纯用符号、公式、模型表达的题目，避免类似于物理学科中“一个小球”“一个铁块”之类抽象的表述形式，尽可能将每一道题设计成实际生活中的情境或故事．这样既可以激发学生的创造灵感，又可以使学生所学的知识与方法生活化．（4）体现试题的开放特点，引导探究、创新的学习风气。例如，对概念、规则等知识的考查，可以把它们揉合在实际问题的解决中去。这类试题新意浓，思路广，自由度大，探究性强，可以激发学生的学习兴趣。再如，对应用问题的考查，也可以考虑设计一些开放性试题。如一题多解、一题多问、一题多编、一题多变的题型。多解题可要求学生说明其中的最佳解法，并且在量分上作出区别，对创新性解法给予特别加分。教师要避免总以教材例题为标准去套用试题的不良影响。另外，试卷中可对问题设计解决万案,尝试依据问题、目标构思和探索问题解决的思路、策略。这种以考查学生学科应用能力的做法，可以引发教师在教学中注意实施自主型开放式教学模式。 试卷编制还应体现学科特点： （1）重视对数学核心观念、基本运算能力、发散性思维、数学思考、数学思想方法和空间观念的考查。突出知识学习和形成数学观念,发展数学思考之间的联系。注重考查活学活用教材、知识迁移于新情景的能力，变式的能力，注重通性通法的考查，要考活知识。 （2）体现地方特点和时代性，渗透情感与态度教育。试题要突出数学与现实的联系，贴近生活和生活实际，立意要新颖，考查学生对周围事物的观察能力，强调学生通过实践，增强探究和创新意识，学习科学研究方法，发展综合运用知识的能力，注意体现试题的思想性。把市场意识、应用意识和国情教育渗透到试题中。 ①与现实相联系的试题总分值基本上要占总分的50%。 ②问题情境注重鲜活，适合学生的实际，不仅仅包含有解决社会实际问题的情境，同时也有一定含量的适应学生年龄特点的游戏问题。体现现实性和趣味性。？ 数学发展的历史贯穿着理性探索与现实需要这两股动力，贯穿着对真善美与对功利使用的两种追求。我们在文化这一更加广阔的背景下讨论数学的发展、数学的作用以及数学的价
试题命制筛选要求 试卷按模板排版，试题完整，无残缺题，分数设置合理，有参考答案。 一、九大基本原则： 1.从零散走向综合； 2.从积累走向运用； 3.从书本走向生活； 4.从知识走向方法； 5.从结果走向过程； 6.从封闭走向开放； 7.从学科走向素养；8.从教师走向学生； 9.从内容走向形式； 二、八点关键要求： 1.原创：试卷要求原创，可适当精选组合，所选题必须更换内容或考题形式。 2.范围：试题覆盖面要广，是经过仔细研读课标，教材内容、学生学习情况后制订的。 3.题型：考点不能重复。 4.表述：题干描述要准确，不设陷井，不要因为题目理解干挠学生完成试题。 5.难度：难度是指试题的难易程度，它是衡量试题质量的一个重要指标参数，它和区分度共同影响并决定试卷的鉴别性。 一般认为，试题的难度指数在0.3－0.7之间比较合适，整份试卷的平均难度最好在0.5左右，高于0.7和低于0.3的试题不能太多。 P=1—x/w x为某题得分的平均分数，w为该题的满分。 这种定义法，难度值小时表明试题容易，值大时表明试题难，最小值为0，最大值为1。 P=x/w 这种定义法，难度值小时表明试题难，值大时表明试题容易，最小值为0，最大值为1。 6.区分度：区分度是区分应试者能力水平高低的指标。试题区分度高，可以拉开不同水平应试者分数的距离，使高水平者得高分，低水平者得低分，而区分度低则反映不出不同应试者的水平差异。通常来说，中等难度的试题区分度较大。 7.信度：信度是指测得结果的一致性或稳定性，稳定性越大，意味着测评结果越可靠。相反，如果用某套试题对同一应试者先后进行两次测试，结果第一次得80分，第二次得50分，结果的可靠性就值得怀疑了。 8.效度：效度是一个测试能够测试出它所要测试的东西的程度，即测试结果与测试目标的符合程度。也就是说，一套测试是否达到了它预定的目的以及是否测量了它要测量的内容。
页眉内容 初中毕业生英语学科学业考试命题指导课改实验区初中毕业生英语学业考试命题指导项目组 1997年，教育部基础教育司组织专家，就义务教育课程实施状况对9个省(市) 的16 000 多名学生、2 000 多名校长、教师进行了抽样调查。调查结果显示，初中毕业、升学考试对教师的教学行为、教师布置作业的内容与数量、学生的学习方式等都有重大的影响。调查结论认为，当时的考试评价制度存在着较大问题，严重制约了学生的全面发展，甚至影响到青少年的身心健康，已成为实施素质教育的瓶颈。为解决这一问题，教育部基础教育司在研究新的课程方案的同时，采取了一系列措施进行中考改革。 1998 年4 月，教育部基础教育司下发了《关于中考语文考试改革试点工作的指导意见》，在江苏省苏州市、湖北省荆门市、福建省莆田市、山东省烟台市、吉林省辽源市、上海市闽行区、北京市顺义县等七个地区进行初中毕业、升学语文考试改革试点。以语文学科初中毕业、升学考试改革为突破口，拉开了全国初中毕业、升学考试改革的帷幕。 1999 年和2000 年，教育部基础教育司两次下发《关于初中毕业、升学考试改革的指导意见》(以下简称《指导意见》)，提出了初中毕业、升学考试改革应符合国家的教育方针，体现义务教育的性质和素质教育的要求，推动了全国范围内的初中毕业及升学考试改革。1999 年，教育部基础教育司组建了“全国初中毕业、升学考试评价课题组”，从1999～2003 年连续五年对各地的初中毕业、升学考试进行分学科的评价，并于2000 年、2001 年、2003 年三次组织全国命题单位的研修培训，对命题、审题、阅卷和试卷评价等问题进行了深入的研讨。 2002 年12 月，经国务院同意，教育部下发了《关于积极推进中小学评价与考试制度改革的通知》，提出了新课程背景下全面推进中小学评价与考试制度改革的行动纲领和基本要求。通过上述措施，全国各地在初中毕业、升学考试的指导思想、试题命制、考试管理等方面都取得了较大进展。具体表现在：在考试的指导思想方面，各地在落实2000 年《指导意见》的基础上，对初中毕业生学业考试的认识不断深化，进一步探索按照推进素质教育和课程改革的要求，向着有利于学生的全面和谐及个性化发展、有利于学校创新发展、有利于课程改革健康发展、有利于基础教育均衡发展的方向努力。在试题命制方面，各地在重视考查基础知识与基本技能的基础上，普遍关注对学生在具体情境中运用所学知识与技能分析和解决问题能力的考查，注意加强试题与社会实际和学生生活的联系，杜绝设置偏题、怪题，成为各地命题单位的共同追求。在考试管理方面，各地都加强了命题、审题、阅卷、考务、招生的管理制度建设，促进了考试管理的科学化、制度化，并初步建立了各地自评与专家评价相结合的初中毕业、升学考试评价监控机制。随着新课程的推进，需要各地进一步深化初中毕业、升学考试改革，加大高中招生制度改革的力度，为新课程的顺利实施创造条件。为了确保2004 年17 个国家基础教育课程改革实验区的初中毕业和普通高中招生制度改革符合基础教育课程改革的理念和课程标准的要求，基础教育司于2003 年成立了由北京师范大学心理学院院长、全国心理测量专业委员会理事长车宏生教授为组长的“初中毕业与普通高中招生制度改革项目组”。项目组将通过专项研究和专业指导，力求在初中毕业生学业考试、综合素质评定、高中招生录取三方面取得突破，改变以升学考试科目分数简单相加作为唯一录取标准的做法，以促进基础教育课程改革的顺利实施，并为2005 年在更大范围内进行初中毕业与普通高中招生制度改革奠定基础。与此同时，教育部基础教育司继续组织国家课程标准组的核心成员、部分师范院校学科教学论研究人员、评价研究人员、部分省市教研人员共计100 余名专家，对2003 年全国抽中毕业、升学考试情况进行评价。根据各地上报的材料及专题调查，课题组通过研究形成了较为系统的分析报告。初中毕业生英语学业考试是义务教育阶段的终结性考试，其目的是全面、准确地考查初中毕业生在英语学习方面达到《全日制义务教育英语课程标准》(以下简称《课程标准》)所规定的英语毕业水平的程度。考试结果既是衡量学生是否达到毕业标准的主要依据，也是高中阶段学校招生的重要依据之一。初中毕业生英语学业考试落实《课程标准》所确立的课程评价理念，有利于促进和引导英语教学全面落实《课程标准》所规定的课程目标，有利于
试卷命制的基本要素Revised on November 25, 2020
命制试卷的基本要素 考试说明一共有六大部分，这六大部分包括第一，考试的性质，第二，考试的范围，第三，考试的内容和目标，第四，考试的方式，第五，试卷的结构，第六是题型示例以及参考答案。简单地说，这一个小小的册子就告诉我们中考数学要考什么，怎么考，考试范围是什么，考试的难度又会怎样。那这个难，难会难在哪儿 一、中考的性质： 考试的指导思想是：有助于高级中等学校的招生录取工作，有助于进一步促进初中教学质量的提高，有助于课程改革的实施和中学素质教育的全面推进。考试应具有较高的信度、效度、必要的区分度和适当的难度。 考试命题“一切为了学生的发展”，从考试对象的实际状况出发，遵循课程标准但不面面俱到、人为追求“知识技能”考点的覆盖面，注意数学思考、解决问题方面的教育目标达标测评，有所体现对过程性目标（经历、体验、探索）的测评。要为教与学的方式的改进服务，通过考试抑制将数学能力技能化的过分训练，使探索性与接受性学习并行，为动手实践、主动探索、合作交流的学习方式提供活跃的生存空间。 试卷编制应适应课改要求： （1）体现知识的迁移、转化、应用或问题解决等能力因素。 （2）重视知识技能形成过程的考查，引导加强过程教学。例如；对一些公式的形成，规律的得出可以设计探究性的试题，让学生通过观察、分析、归纳、猜想，发现其中蕴含的规律。 （3）注重联系生活实际，突出学科知识的实践和运用。试卷命题的外在形式上都要努力体现生活化、情节化，应避免单纯用符号、公式、模型表达的题目，避免类似于物理学科中“一个小球”“一个铁块”之类抽象的表述形式，尽可能将每一道题设计成实际生活中的情境或故事．这样既可以激发学生的创造灵感，又可以使学生所学的知识与方法生活化． （4）体现试题的开放特点，引导探究、创新的学习风气。例如，对概念、规则等知识的考查，可以把它们揉合在实际问题的解决中去。这类试题新意浓，思路广，自由度大，探究性强，可以激发学生的学习兴趣。再如，对应用问题的考查，也可以考虑设计一些开放性试题。如一题多解、一题多问、一题多编、一题多变的题型。多解题可要求学生说明其中的最佳解法，并且在量分上作出区别，对创新性解法给予特别加分。教师要避免总以教材例题为标准去套用试题的不良影响。另外，试卷中可对问题设计解决万案,尝试依据问
试卷命制的基本要素集团文件发布号：（9816-UATWW-MWUB-WUNN-INNUL-DQQTY-
命制试卷的基本要素 考试说明一共有六大部分，这六大部分包括第一，考试的性质，第二，考试的范围，第三，考试的内容和目标，第四，考试的方式，第五，试卷的结构，第六是题型示例以及参考答案。简单地说，这一个小小的册子就告诉我们中考数学要考什么，怎么考，考试范围是什么，考试的难度又会怎样。那这个难，难会难在哪儿 一、中考的性质： 考试的指导思想是：有助于高级中等学校的招生录取工作，有助于进一步促进初中教学质量的提高，有助于课程改革的实施和中学素质教育的全面推进。考试应具有较高的信度、效度、必要的区分度和适当的难度。 考试命题“一切为了学生的发展”，从考试对象的实际状况出发，遵循课程标准但不面面俱到、人为追求“知识技能”考点的覆盖面，注意数学思考、解决问题方面的教育目标达标测评，有所体现对过程性目标（经历、体验、探索）的测评。要为教与学的方式的改进服务，通过考试抑制将数学能力技能化的过分训练，使探索性与接受性学习并行，为动手实践、主动探索、合作交流的学习方式提供活跃的生存空间。 试卷编制应适应课改要求： （1）体现知识的迁移、转化、应用或问题解决等能力因素。 （2）重视知识技能形成过程的考查，引导加强过程教学。例如；对一些公式的形成，规律的得出可以设计探究性的试题，让学生通过观察、分析、归纳、猜想，发现其中蕴含的规律。
（3）注重联系生活实际，突出学科知识的实践和运用。试卷命题的外在形式上都要努力体现生活化、情节化，应避免单纯用符号、公式、模型表达的题目，避免类似于物理学科中“一个小球”“一个铁块”之类抽象的表述形式，尽可能将每一道题设计成实际生活中的情境或故事．这样既可以激发学生的创造灵感，又可以使学生所学的知识与方法生活化． （4）体现试题的开放特点，引导探究、创新的学习风气。例如，对概念、规则等知识的考查，可以把它们揉合在实际问题的解决中去。这类试题新意浓，思路广，自由度大，探究性强，可以激发学生的学习兴趣。再如，对应用问题的考查，也可以考虑设计一些开放性试题。如一题多解、一题多问、一题多编、一题多变的题型。多解题可要求学生说明其中的最佳解法，并且在量分上作出区别，对创新性解法给予特别加分。教师要避免总以教材例题为标准去套用试题的不良影响。另外，试卷中可对问题设计解决万案,尝试依据问题、目标构思和探索问题解决的思路、策略。这种以考查学生学科应用能力的做法，可以引发教师在教学中注意实施自主型开放式教学模式。 试卷编制还应体现学科特点： （1）重视对数学核心观念、基本运算能力、发散性思维、数学思考、数学思想方法和空间观念的考查。突出知识学习和形成数学观念,发展数学思考之间的联系。注重考查活学活用教材、知识迁移于新情景的能力，变式的能力，注重通性通法的考查，要考活知识。
谈谈如何命制一份合适的试卷 晋江市南侨中学教研室胡启山 几年来，随着高中新课程改革的不断推进，各学科各阶段各种各样的考试命题也面临着新挑战。试题的题目是否真正体现“知识与目标”“过程与方法”、“情感态度价值观”等方面的考察？题目是否具有科学性?题目能不能检测学生真实学习水平?题目是否能真正暴露出教与学之中存在的问题?在考查学生对过 程体验和运用方法解决问题能力的同时,是否贴近生活,体现时代性？这一个个问题我们是否引起我们的注意，我们注意到了，但是否思考过？，思考过了，但我们是否尝试过如何解决的它等等。诸如此类的问题我们可以提出很多，这都不重要，我们应当如何做这才是最重要的。今天我就与各位同仁谈一谈如何命制一份试题。 当老师就免不了要命题，命题并不是一件容易的事。命好题是教师一项重要的能力体现。课上得好的老师不见得能命好题。因为命题能力的提高，必须是在学习、探索和实践中实现的。命制一份合适的试卷，是很不容易的。在教学实践中，我们部分教师不会独立命制出合适的试题，尤其是新教师，在这个方面的能力就更差一些，也可以说这是新教师的水平与能力的缺陷。命题大致分为两类，一为科学型，一为经验型。科学型命题要求过于专业，要建立题库，要有数据统计分析，要经过测量等。目前中考，甚至会考、高考，一直都是采用的经验型命题，我想着手研究科学型命题是我们以后追求的一个目标，在当前一个较长时期内，尤其在平时的考试、测验中，我们仍将采用经验型命题。当然，经验型命题中也应不断地加入科学的成分，如试题分析等。一般来说经验型命题大都经历三个阶段：拿来、模仿、创造。先是从众多的试卷中，筛选自以为满意的部分试卷，
试题命制要求 Company number：【WTUT-WT88Y-W8BBGB-BWYTT-19998】
试题命制筛选要求 试卷按模板排版，试题完整，无残缺题，分数设置合理，有参考答案。 一、九大基本原则： 1.从零散走向综合； 2.从积累走向运用； 3.从书本走向生活； 4.从知识走向方法； 5.从结果走向过程； 6.从封闭走向开放； 7.从学科走向素养；8.从教师走向学生； 9.从内容走向形式； 二、八点关键要求： 1.原创：试卷要求原创，可适当精选组合，所选题必须更换内容或考题形式。 2.范围：试题覆盖面要广，是经过仔细研读课标，教材内容、学生学习情况后制订的。 3.题型：考点不能重复。 4.表述：题干描述要准确，不设陷井，不要因为题目理解干挠学生完成试题。 5.难度：难度是指试题的难易程度，它是衡量试题质量的一个重要指标参数，它和区分度共同影响并决定试卷的鉴别性。 一般认为，试题的难度指数在－之间比较合适，整份试卷的平均难度最好在左右，高于和低于的试题不能太多。 P=1—x/w x为某题得分的平均分数，w为该题的满分。 这种定义法，难度值小时表明试题容易，值大时表明试题难，最小值为0，最大值为1。 P=x/w 这种定义法，难度值小时表明试题难，值大时表明试题容易，最小值为0，最大值为1。 6.区分度：区分度是区分应试者能力水平高低的指标。试题区分度高，可以拉开不同水平应试者分数的距离，使高水平者得高分，低水平者得低分，而区分度低则反映不出不同应试者的水平差异。通常来说，中等难度的试题区分度较大。 7.信度：信度是指测得结果的一致性或稳定性，稳定性越大，意味着测评结果越可靠。相反，如果用某套试题对同一应试者先后进行两次测试，结果第一次得80分，第二次得50分，结果的可靠性就值得怀疑了。