指向思维品质考查的中考英语阅读试题分析——以重庆市2024~2026年为例

An Analysis of Junior High School English Reading Test Items Targeting the Assessment of Thinking Dispositions—A Case Study of Chongqing from 2024 to 2026

摘要: 《义务教育英语课程标准（2022年版）》将思维品质列为英语学科核心素养的重要组成部分。本研究以重庆市统一命题的正式中考英语试卷中的阅读试题为研究对象，包含2024年中考英语A卷、2025年及2026年中考英语试卷中的阅读理解和任务型阅读共61道试题，依据课程标准中思维品质的学段目标(7~9年级/三级)，从“观察与辨析(L1)”“归纳与推断(L2)”“批判与创新(L3)”三个层级进行内容分析。研究发现：(1) 三年总体分布中，L1占50.8%，L2占42.6%，L3占6.6%；(2) 阅读理解集中于L1和L2层级(合计98.0%)，任务型阅读中L3层级占比25.0%，两类试题形成互补格局，符合试卷难度递进的设计逻辑；(3) 从2024年到2026年，L3层级试题占比从4.3%升至10.5%，且从仅出现在任务型阅读拓展至阅读理解，表明命题者对高阶思维品质的考查正逐步加强。本研究样本仅限重庆三年官方中考真题，研究结论仅可作为重庆市本地中考命题趋势参考，不宜直接推广至全国各省市中考英语命题实践。基于研究发现，本文提出阅读教学应注重思维层级的递进培养、充分利用开放性任务训练高阶思维、以评价改革推动教学变革等建议。

Abstract: The English Curriculum Standards for Compulsory Education (2022 Edition) lists thinking dispositions as an important component of the core competencies of the English subject. This study takes the reading test items from the official unified junior high school English examination papers in Chongqing as its research objects, including a total of 61 items from the reading comprehension and task-based reading sections of the 2024 A paper, the 2025 paper, and the 2026 paper. Based on the stage objectives for thinking dispositions in the curriculum standards (Grades 7~9/Level 3), a content analysis is conducted from three levels: “Observation and Discrimination (L1)”, “Induction and Inference (L2)”, and “Critique and Innovation (L3)”. The findings are as follows: (1) In the overall three-year distribution, L1 accounts for 50.8%, L2 for 42.6%, and L3 for 6.6%; (2) Reading comprehension is concentrated at the L1 and L2 levels (98.0% combined), while the L3 level accounts for 25.0% in task-based reading, forming a complementary pattern between the two item types, which is consistent with the design logic of progressive difficulty in the examination paper; (3) From 2024 to 2026, the proportion of L3 items rose from 4.3% to 10.5%, and expanded from appearing only in task-based reading to also appearing in reading comprehension, indicating that test developers are gradually strengthening the assessment of higher-order thinking dispositions. The sample of this study is limited to three years of official Chongqing junior high school entrance examination papers, and the conclusions can only serve as a reference for local examination trends in Chongqing, and should not be directly generalized to English examination practices in other provinces and cities across the country. Based on the findings, this paper proposes suggestions such as reading instruction should focus on the progressive cultivation of thinking levels, make full use of open-ended tasks to train higher-order thinking, and promote teaching reform through assessment reform.