本文選題：內容效度 + 閱讀理解�。� 參考：《浙江師范大學》2016年碩士論文

【摘要】：近些年來,我國基礎教育領域一直在不斷的改革,英語學科也不例外。隨著2017年新高考政策的實施,浙江省將實現英語學科一年兩考。由于閱讀在浙江省高考英語中的地位日趨重要,因此進行與閱讀相關的研究很有必要。本論文旨在探索近三年來浙江省高考英語閱讀測試的內容效度。具體來說,本文試圖探討：1)近三年浙江省高考英語閱讀總體特征如何。2)從內容相關性,內容覆蓋面和內容難易度三個方面來說,閱讀理解測試的內容效度如何。本研究以2013-2015三年浙江省高考英語閱讀理解部分,包括15篇閱讀文本和75道試題為研究對象。利用統(tǒng)計學工具來收集相關數據,并采用定性和定量相結合的方法對數據進行分析。數據的形式分為客觀和主觀兩類。對于客觀數據,如：文本長度和標準化類符形符比等,使用Readability Analyzer1.0和Excel, Word-counter Online來計算分析。對于主觀數據如：題材和體裁等,首先筆者根據考試大綱來分類,對于不能夠確定的分類,筆者將請教并參考一些一線英語教師的觀點。本研究依據Bachman和Palmer(1996)的“考試任務特征框架”,及其對內容效度的詮釋,并結合浙江省高考英語閱讀測試的實際情況,重新建立了研究框架。著重從內容相關性,內容覆蓋面和內容難易度三個方向進行探討。內容相關性包括閱讀材料的呈現方式,體裁和題材,長度與閱讀速度等；內容覆蓋面指的是閱讀的測試形式和考查的閱讀技能；內容難易度則包括閱讀文本的可讀性及試題的設置。研究結果表明：1)總體來說,浙江省近三年的高考英語閱讀測試結構、布局穩(wěn)定合理,但是部分具體試題的設置不科學。2)就內容效度而言,首先,在內容相關性上,一方面,盡管閱讀文章話題真實、新穎,但是不能涵蓋考試大綱要求的話題。另一方面,閱讀文章篇幅較長,特別是每年的D篇,達到了將近700字；其次,在內容覆蓋面上,基本涉及考試說明上要求的閱讀技能,但分布不夠均勻,特別要提到的是“理解具體信息”題和“理解文章結構”題；最后,在內容難易度方面,文本可讀性較符合考生水平,然而一些試題的題干和選項設置地不夠恰當�？傊�,浙江省高考英語閱讀理解內容效度在“題材”、“閱讀技能分布”、“試題設置”等方面有待改善。本研究試圖建立新框架,來研究浙江省高考英語閱讀理解的內容效度,同時也希望給內容效度的相關研究提供一定的參考借鑒。
[Abstract]:In recent years, the field of basic education in China has been continuously reformed, English subject is no exception. With the implementation of the new college entrance examination policy in 2017, Zhejiang Province will test English subject twice a year. Reading is becoming more and more important in college entrance examination English in Zhejiang Province, so it is necessary to study it. The purpose of this thesis is to explore the content validity of the college entrance examination English reading test in Zhejiang Province in the past three years. Specifically, this paper attempts to explore the content validity of the reading comprehension test in the three aspects of content relevance, content coverage and content difficulty in the three aspects of content relevance, content coverage and content accessibility, as well as the overall reading characteristics of the college entrance examination in Zhejiang Province in the past three years. The present study focuses on the reading comprehension of college entrance examination in Zhejiang province in 2013-2015, including 15 reading texts and 75 questions. Statistical tools are used to collect relevant data, and qualitative and quantitative methods are used to analyze the data. The form of data can be divided into two categories: objective and subjective. For objective data, such as text length and standard class character ratio, Readability Analyzer1.0 and Excel, Word-counter Online are used to calculate the analysis. For subjective data such as subject matter and genre, the author first classifies them according to the examination outline, and for those which cannot be determined, the author will consult and refer to the views of some front-line English teachers. This study is based on Bachman and Palmerian 1996's "Test Task Framework" and its interpretation of content validity, and reestablishes the research framework according to the actual situation of college entrance examination English reading test in Zhejiang Province. Focus on content relevance, content coverage and content accessibility three directions to discuss. Content relevance includes the presentation of reading materials, genre and subject matter, length and reading speed, etc. The difficulty of content includes the readability of the reading text and the setting of the test questions. The results show that, on the whole, the structure of the college entrance examination English reading test in Zhejiang Province for the past three years is stable and reasonable, but the setting of some specific questions is not scientific. 2) as far as content validity is concerned, first of all, in terms of content relevance, on the one hand, Although the topic of reading the article is true and new, it does not cover the topics required by the exam syllabus. On the other hand, the length of reading articles, especially the annual D, has reached nearly 700 words; secondly, in terms of content coverage, it basically involves the reading skills required by the examination instructions, but it is not evenly distributed. In particular, we should mention the questions of "understanding specific information" and "understanding the structure of the article"; finally, in terms of ease of content, the readability of the text is more in line with the level of the examinee, but some questions are not properly drilled and selected. In a word, the validity of reading comprehension of college entrance examination in Zhejiang province needs to be improved in the aspects of subject matter, reading skill distribution and test question setting. This study attempts to establish a new framework to study the content validity of reading comprehension of college entrance examination in Zhejiang Province, and it also hopes to provide some reference for the study of content validity.
【學位授予單位】：浙江師范大學
【學位級別】：碩士
【學位授予年份】：2016
【分類號】：G634.41

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