中考英语阅读理解测试对初中英语阅读教学的反拨作用

The Washback Effect of the English Reading Comprehension Test in the Senior High School Entrance Examination on Junior High School English Reading Instruction

摘要: 本研究聚焦于重庆市2019年中考英语阅读理解改革后的情况，通过对2020至2024年重庆中考英语阅读理解测试的主题、语篇、题型与易读度四个维度进行深入剖析，探讨其对初中英语阅读教学产生的多维度反拨效应。研究发现，中考英语阅读测试推动了教学内容贴近生活、社会与文化，促使教师在教学方法上注重学生信息提取、逻辑推理等综合能力培养，试卷易读度设置也较为科学合理。然而，部分教师过度聚焦应试技巧，致使教学内容狭窄、方法单一，学生学习动机受分数驱动，自主阅读兴趣与深度思考能力受抑制，且命题在主题均衡性、非连续性文本比例、高阶思维题型占比及易读度梯度设计等方面有优化空间。基于此，本文提出针对性建议，期望教师能优化教学内容选择，丰富教学方法，培养学生良好阅读习惯，促进自身专业发展，以正确发挥中考英语阅读测试的指挥棒作用，培养学生的综合阅读素养与终身学习能力。本研究为重庆市初中英语阅读教学实践提供有益参考，也为教育评价体系的完善给出实证依据与改进建议，未来可进一步追踪调查中考英语阅读测试反拨作用的长期影响及教学干预策略效果。

Abstract: This study focuses on the situation after the reform of the English reading comprehension section in the 2019 middle school entrance examination in Chongqing. Through an in-depth analysis of the four key dimensions—themes, texts, question types, and readability—of the English reading comprehension tests for the Chongqing middle school entrance examination from 2020 to 2024, it explores the multi-dimensional feedback effects on junior high school English reading teaching. The study found that the middle school entrance examination English reading tests positively promoted the alignment of teaching content with life, society, and culture, prompting teachers to focus on the cultivation of students’ comprehensive abilities such as information extraction and logical reasoning in teaching methods. The setting of the readability of the test papers was also relatively scientific and reasonable. However, some teachers overly focused on exam-taking skills, resulting in narrow teaching content and single teaching methods. Students’ learning motivation was driven by scores, and their autonomous reading interest and deep thinking ability were suppressed. Moreover, the proposition in terms of theme balance, proportion of non-continuous texts, proportion of high-order thinking question types, and gradient design of readability had room for improvement. Based on this, this paper proposes targeted suggestions, hoping that teachers can optimize the selection of teaching content, enrich teaching methods, cultivate students’ good reading habits, and promote their professional development, so as to correctly exert the guiding role of the middle school entrance examination English reading tests and cultivate students’ comprehensive reading literacy and lifelong learning ability. This study provides beneficial references for the practice of junior high school English reading teaching in Chongqing and offers empirical evidence and improvement suggestions for the improvement of the education evaluation system. In the future, it can further track and investigate the long-term impact of the feedback effect of the middle school entrance examination English reading tests and the effectiveness of teaching intervention strategies.