新课标背景下重庆市中考英语阅读理解题型效度研究——以2022~2024年A卷为例

A Study on the Validity of English Reading Comprehension Items in Chongqing’s Senior High School Entrance Examination (SHSEE) under the New Curriculum Standards—Taking Version A (2022~2024) as an Example

摘要: 本研究以《义务教育英语课程标准(2022年版)》所确立的核心素养目标为指引，依托Bachman与Palmer (1996)的语言测试任务特征框架，对2022年至2024年重庆市中考英语A卷的阅读理解题型展开内容效度检验。通过对15篇阅读文本及45道试题的系统分析，重点考察了语篇输入特征与预期回答特征。研究发现，试题在宏观层面较好地响应了新课标要求：三大主题语境实现全覆盖，中华文化元素融入逐年增强，生词率控制在合理区间(0.95%~1.44%)，且对多模态语篇(占比40%)与语篇知识的关注度稳步提升。同时，研究也指出部分值得关注与完善的方面：主题分布相对集中于“人与社会”(占比73.3%)，语篇体裁以说明文和记叙文为主，议论文等类型尚未纳入考查范围；文化内容考查较多关注事实层面，高阶思维题型(如评价类)占比较为有限，学习策略的考查分布也有进一步优化的空间。基于上述发现，本文建议未来命题可进一步丰富主题与体裁的多样性，在现有主流文体框架内，通过优化设问方式深化思维品质考查，并进一步完善学习策略的测评体系，从而构建更为科学、全面且契合素养导向的中考英语阅读测评体系。

Abstract: Guided by the core competency objectives established in the Compulsory Education English Curriculum Standards (2022 Edition) and utilizing Bachman and Palmer’s (1996) task characteristics framework for language assessment, this study examines the content validity of the reading comprehension items in Chongqing’s Senior High School Entrance Examination (SHSEE) English Version A from 2022 to 2024. Through a systematic analysis of 15 reading passages and 45 test items, the research focuses on both input features and expected response characteristics. The findings indicate that the test items generally align well with the requirements of the new curriculum at a macro level: the three major thematic contexts are fully covered, the integration of Chinese cultural elements shows a yearly increase, the out-of-vocabulary rate is maintained within a reasonable range (0.95%~1.44%), and attention to multimodal texts (accounting for 40%) and discourse knowledge is steadily growing. Simultaneously, the study also identifies areas meriting attention and refinement: the thematic distribution is relatively concentrated on “Society and Social Issues” (73.3%), discourse genres are predominantly expository and narrative, with types such as argumentative essays not yet included; the assessment of cultural content focuses more on factual recognition, higher-order thinking question types (e.g., evaluative questions) are relatively limited, and the distribution of learning strategy assessment could be further optimized. Based on these findings, this paper suggests that future test design could further enrich the diversity of themes and genres, and more importantly, enhance the assessment of higher-order thinking skills within the existing major genres by refining question design (e.g., incorporating more open-ended and evaluative tasks), and refine the evaluation system for learning strategies, thereby constructing a more scientific, comprehensive, and competency-oriented assessment framework for English reading comprehension in the SHSEE.