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新课程标准高考中英语写作能力的地位

新课程标准高考中英语写作能力的地位

新课程标准高考中英语写作能力的地位

发表时间:2009-07-17T15:38:21.890Z 来源:《中外教育研究》2009年第3期供稿作者:王金芳[导读] 本文拟就高考英语写作能力测试如何在形式、层级、内容等方面与《标准》的呼应进行探讨。新课程标准高考中英语写作能力的地位

王金芳河北省唐山市第八中学西校区

【摘要】高考英语对于高中英语教学具有很强的反拨作用,为了实现新课程标准中的写作能力培养目标,关键在于使高考英语写作能力测试在测试层次、测试形式、话题知识等方面与《普通高中英语课程标准(实验)》相呼应,从而实现高考英语写作能力测试的正向反拨作用,使高中英语写作教学沿着《普通高中英语课程标准(实验)》设立的目标前进。【关键词】写作能力测试课标呼应

【中图分类号】G632 【文献标识码】A 【文章编号】1006-9682(2009)03-0109-01 原高中英语教学大纲和考试说明把高中英语写作简单地定义为“100字或10句式的情景表达”(《修订大纲》,2001:7),提供情景的形式为图表、图画、提纲和短文。《普通高中英语课程标准(实验)》(2003年)(以下简称《标准》)对英语写作进行了重新要求,这个要求是对应于高中英语课程结构中的四个级别(六级、七级、八级、九级)的写作技能目标提出的,并就如何评价写作技能提出了相应的建议。高考是中学教学的指挥棒,对中学的教学影响有着巨大的反拨作用,在新课程改革日益深入的未来,要使《标准》中写作能力目标得以实现,改革现存高考英语写作能力测试,使之与新课程标准相呼应尤为关键,本文拟就高考英语写作能力测试如何在形式、层级、内容等方面与《标准》的呼应进行探讨。

一、写作能力测试层次的呼应

《标准》中的高中英语课程结构把高中英语课程结构分为六、七、八、九四个级别,每个级别都有与其相对应的写作能力目标。那么,高考英语最高应该测到哪一级写作技能目标呢?或者说,高考英语写作能力测试的最高标准是什么?这可以从分析《标准》中有关写作能力的要求和写作测试理论两方面得出结论。

根据《标准》的要求,高考英语对考生写作能力的要求应该达到八级写作技能目标,即:能根据所读文章进行转述或写摘要;能根据用文字及图表提供的信息写短文或报告;能写出语意连贯且结构完整的短文,叙述事情或表达观点和态度;能在写作中做到文体规范、语句通顺。因为在《标准》中的课程设计思路部分中明确提出,国家英语课程主张从小学三年级起开设英语课程,《标准》第二级为六年级结束时应达到的基本要求;第五级为九年级结束时应达到的基本要求;第七级为高中毕业的基本要求。尽管英语第6~8模块构成的八级属于选修课程,但是“所有学校应保证开设模块6~8”,可以看出,无论从课程开设要求,还是对高中的教学基本目标要求,第八级写作能力目标都是高中毕业生参加高考应该达到的基本要求,所以,从《标准》的要求方面看,八级写作技能目标应该是高考写作能力测试应该达到的目标。

根据J.B.Heaton 对写作能力测试级别的分类,八级写作技能目标在高考写作中也是比较合适的。作为高考考生主体的高中毕业生在英语水平上属于中级水平,高考也是中级水平的英语测试。Heaton在《英语测试》中,引用了某大型的英语测试机构的测试文件来描述中级英语写作能力测试的要求,根据这个文件,对中级水平的英语写作能力测试类型为:书信、日记、明信片、指导(guide)、说明(set of instruction);对中级写作能力标准的要求为:语法、词汇、拼写准确,虽有少数错误但不影响交际;字迹清楚、可认;使用一般性的语言进行清楚得体的表达;能使主题和论点进行有机联系(Accurate grammar, vocabulary and spelling, though possibly with some mistakes which don't destroy communication;handwriting generally legible;expression clear and appropriate, using a fair range of language;able to link themes and points coherently.)。《标准》中八级英语写作技能目标是把写作的文体类型和写作应该达到的标准综合起来进行描述的。把这个目标与Heaton 的描述进行比较,虽然在写作类型上略有不同,但在写作标准上大体一致。因此,根据国外考试理论,高考写作能力测试以《标准》中的八级目标为依据也是合理的。

高考英语考试写作能力测试的命题应该以八级写作目标为依据,在写作能力层次要求上,只能以八级写作能力目标为最高目标,而不能超出这个目标。如果高考对写作能力的要求高出这个目标,就可能导致中学英语写作教学脱离学生的认知水平实际、脱离教材的实际,求新求高,偏离《课标》。

二、写作测试形式的呼应

从写作能力测试的形式上来看,在目前的分省命题政策下,除少数省市以外(如2005年的湖南卷、上海卷),绝大多数省市高考英语试卷中对写作能力的测试都采取了短文改错和书面表达两种形式。这种写作能力考查形式自1991年出现至今,没有大的变动。在《标准》中,对终结性评价中的写作评价形式是这样建议的:短文写作(日记、小故事等);实用性写作(卡片、信件、说明、留言、填写表格等);图文信息转换(图表描述、信息解读、写配图说明);接续完成文段;写电子邮件等。对照《标准》中的建议写作测试形式,可以发现在高考英语写作能力测试部分呼应了《标准》的要求。如在现有的高考英语书面表达中,出现了日记、小故事等短文写作,也出现了留言、信件、说明等实用性写作,还出现了电子邮件写作。但是,对于图表描述、信息解读、写配图说明等图文信息转换、接续完成文段等写作能力考查形式,在现在的高考英语写作能力测试中很少得到使用。因为受传统习惯的影响,中国高考试题在使用过后很快就会流入社会,中学师生对于高考写作能力测试的形式非常熟悉,所以造成了高考测试形式的钝化,要使高考英语写作能力测试常考常新,并能全面考查考生的写作能力,在其考查形式上宜采用《标准》中的建议,既要使用短文写作、实用性写作等形式,又要适当使用图文信息转换,接续完成文段等形式。

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