Implement a unified academic proficiency test.
It is an important practice to combine the original junior high school graduation examination with the senior high school entrance examination and implement a unified academic level examination. Because the academic proficiency test is a comprehensive test, it promotes the effective implementation of the national curriculum plan and curriculum standards, and is also conducive to urging schools to offer full courses, fundamentally reversing the group bias phenomenon of "what to test, what to learn, what to test and what to teach", which is conducive to the more comprehensive knowledge structure of students and the effective connection of junior and senior high schools. At the same time, the "integration of the two exams" also avoids repeated exams and reduces the burden of exams to some extent.
The main problems faced by this practice include: first, because the unified examination subjects of junior high school academic proficiency test cover the main subjects set in junior high school, there are too many examination subjects, especially some subjects are conducted in the second semester of junior high school, which makes students prepare for the exam too early, obviously increasing the pressure and burden and disrupting the normal education and teaching order of the school; Secondly, due to the functional differences between "ability test" and "selection test", the difficulty of academic proficiency test is lower than that of "selection test", which makes the distinction of students' grades smaller and the screening of high school enrollment more difficult. At present, the "selectivity" is reflected by adding additional questions, which puts high demands on the proposition work of the academic level examination; Third, because there are many subjects and times of the academic level examination, it is more difficult for the school to organize the examination and the economic burden is heavier. The traditional way of "taking exams and taking exams" is unsustainable and needs financial input to ensure it.
Weather vane: Although there are some difficulties in the actual operation to promote the "integration of the two examinations" and implement a unified junior high school academic level examination, in the long run, taking the academic level examination results and comprehensive quality evaluation results as an important basis for junior high school graduation and senior high school enrollment should become the basic direction of reform. At the same time, the subject setting, examination method, proposition method and performance presentation method of the academic proficiency test need to be further explored.
Use "performance display" for exam results.
The adoption of "grade presentation" in examination results is an important change in the reform of senior high school entrance examination in some places. In the academic proficiency test, the presentation of scores is replaced by the presentation of scores, which blurs the subtle differences of scores, avoids division and calculation, and provides a certain space for the "comprehensive quality evaluation" to enter high school enrollment. At the same time, the implementation of "grade presentation" is conducive to putting an end to the phenomenon of speculating top students in the senior high school entrance examination and ranking schools according to the scores of the senior high school entrance examination, and is also conducive to alleviating the disorderly competition of high school students.
The main problems faced by this approach include: first, the current "score presentation" is all based on the conversion of scores, and the division of scores is mostly based on factors such as the status of educational resources and the enrollment plan of senior high schools. The grades of students' academic achievements are not determined according to a certain score interval, which is unscientific; Second, the way of converting scores into grades is too complicated, not intuitive, not easy for the public to understand, and even causes some misunderstandings, which makes it difficult to implement in practice; Third, compared with "score presentation", it reduces the gradient of "score presentation" and is easy to get together in the case of applying for the exam. It is not easy to identify and the enrollment plan is difficult to control. Especially in the case that there is no real "hard link" between "comprehensive quality evaluation" and high school enrollment, the difficulty of enrollment increases accordingly; Fourth, because the college entrance examination still adopts the method of "score presentation" and because of the reform of "score presentation" in the senior high school entrance examination, it is difficult to connect with the college entrance examination.
Weather vane: In view of the practical problems faced by the implementation of "grade presentation" of test scores in various places, we should consider adopting different presentation methods for different subjects in the future reform of senior high school entrance examination. Some core subjects (such as Chinese, mathematics, etc. ) Continue to use the "score presentation" method, some subjects use the "score presentation" method, and some subjects use the "qualified" and "unqualified" presentation methods. The purpose of doing this is not only to ensure the discrimination of test scores, but also to avoid scoring to some extent. It is particularly noteworthy that some provinces and cities have returned to "score presentation" after trying "score presentation". In the system design at the national level, we should consider this situation and evaluate the possible impact of policy changes.
Some disciplines implement "multiple examinations"
In the practice of reform in some places, "multiple examinations" have been implemented for some subjects of the academic proficiency examination, which has provided students with many opportunities and avoided the "final decision" of the examination.
The main problems faced by this practice include: first, as long as students are not satisfied with their grades, they will certainly strive for the opportunity to take the exam again, and "multiple exams" also means "preparing for exams frequently", which invisibly increases the pressure of the exam; Second, in order to ensure the fairness of the examination, the difficulty of each examination must be consistent, which puts high demands on the proposition work; Third, for the unified examination, the cost of "taking more exams" is high, which requires a lot of manpower, material resources and financial resources, and it is risky and difficult to guarantee the safety.
Weather vane: From the perspective of high school enrollment reform, the concept of "taking more exams" is certainly good, but because most of the subjects of the academic proficiency test are held in the third grade, they do not have the conditions for "taking more exams". Usually, only geography, biology and information technology are tested in the second semester of senior two, so "multiple exams" are not really implemented in most places. In the long run, if some subjects (such as English) in the academic proficiency test are included in the social test, the significance and role of "taking more tests" will be more obvious.
"Comprehensive Quality Evaluation" is linked to senior high school enrollment
It is an important practice to promote the comprehensive quality evaluation of junior high school and take it as one of the basis for admission to senior high school. Comprehensive quality evaluation emphasizes the comprehensive evaluation of students' performance in the process of growth, which is conducive to the cultivation of students' comprehensive quality. At the same time, taking the comprehensive quality evaluation results as the basis for senior high school enrollment is conducive to changing the simple addition of test scores as the only criterion for admission.
The main problems in the implementation of comprehensive quality evaluation include: first, it is unscientific to decompose comprehensive quality into daily behaviors and quantify them one by one, and then evaluate the comprehensive quality of growing junior and middle school students into different levels of ABCD; Second, because some indicators of comprehensive quality evaluation are difficult to quantify, it is difficult to evaluate only by "qualitative" (such as aesthetics, attitude towards life, etc.). ), and the operation flexibility is large, so it is difficult to guarantee objectivity; Third, the comprehensive quality evaluation is a process evaluation, with a large workload, which many teachers are tired of coping with and easy to become a mere formality. As a result, there has been an embarrassing situation of "speaking is very important, doing is very secondary, and it is unnecessary to be busy".
The main problems existing in the connection between comprehensive quality evaluation and high school enrollment include: First, the comprehensive quality evaluation mechanism is not perfect, scientific and objective, and its practical role in high school enrollment is limited. At present, the comprehensive quality evaluation is only limited to the "qualification conditions" (such as the qualification conditions of index distribution students and recommended students) and the "priority admission conditions" under the same conditions, which is only a "threshold" at most, and it is difficult to truly realize the "hard link" with high school enrollment; Second, in the current social environment where the sense of honesty is relatively weak, taking comprehensive quality evaluation as one of the basis of high school enrollment is easily disturbed by various dishonest behaviors, which affects the fairness and justice of high school enrollment; Third, due to the great difference in the development level of junior high schools, it is unfair and incomparable to use the evaluation results of students' comprehensive quality provided by junior high schools as an important basis for senior high school enrollment. In addition, in order to ensure their enrollment rate and enhance their overall competitiveness, many junior high schools often give students high marks in comprehensive quality evaluation, which violates the original intention and intention of linking comprehensive quality evaluation with high school enrollment.
Wind vane: Generally speaking, all localities highly recognize the implementation of comprehensive quality evaluation of junior high school students, and regard comprehensive quality evaluation as the basis for high school enrollment, which is considered to be helpful for schools to promote quality education and promote students' all-round development. However, from the specific implementation situation, due to the lack of operability, it has little practical effect in high school enrollment. It is imperative to improve the comprehensive quality evaluation method and enhance the scientificity, objectivity and transparency of comprehensive quality evaluation. For example, improve the "growth file" and "record bag" and strengthen the role of factual materials and realistic comments in senior high school enrollment. On this basis, comprehensive quality evaluation and high school enrollment will gradually change from "soft link" to "hard link".
Expand the autonomy of high school enrollment.
It is an important exploration for senior high schools to independently formulate enrollment plans and identify students' comprehensive quality according to school orientation, training objectives and school-running characteristics, and it has also achieved good results in some places. Expanding the autonomy of high school enrollment is in line with the diversified development direction of high school, which is conducive to the formation of school characteristics and the development of students' individuality.
The main problems faced by this practice include: in the current social environment, the education authorities have concerns about the fairness of "enrollment autonomy" in senior high schools, and senior high school principals also have some fear of difficulties, fearing interference, pressure and doubts from all sides. The possible result is that the school still takes scores as the admission standard, and the significance and role of the reform are difficult to truly reflect.
Weather vane: In the future high school enrollment reform, expanding the autonomy of high school enrollment should be a basic direction. However, in the current social environment, we can choose some regions and schools to carry out exploration experiments first, and then promote them when the time is ripe.
High-quality high school enrollment indicators are allocated to schools.
It is an important content of the reform of senior high school entrance examination in various places to allocate the enrollment index of high-quality senior high schools to junior high schools reasonably. This move is conducive to promoting the balanced development of compulsory education, alleviating the pressure of choosing schools in junior and senior high schools, and providing opportunities for students studying in weak junior high schools to enter high-quality high schools.
The main problems faced by this policy include: First, the distribution method is not perfect. At present, the distribution indicators are mainly based on the number of junior high school graduates, and some of them are based on the comprehensive situation of junior high schools, including the number of graduates, the level of running schools, the implementation of quality education, and the number of people who entered senior high schools in previous years. For those small-scale and high-level schools, it is unfair to simply allocate the number of junior high school graduates. Second, there are some contradictions and confusion in the admission method. If the minimum requirements for admission scores are set, many schools will waste indicators because the number of students who meet the scores is insufficient, which will make it difficult to complete the policy of allocating students as planned and the actual effect will be greatly reduced; If there is no minimum requirement for admission scores, as long as the allocation index is obtained, you can get the opportunity to enter high-quality high schools, resulting in huge differences in admission scores among students and certain difficulties in high school education and teaching.
Weather vane: It is an important measure to reasonably allocate the enrollment index of high-quality high schools to junior high schools to promote the balanced development of compulsory education, which has also been well confirmed in practice in various places. However, in the actual promotion process, it is necessary to gradually improve the distribution method and admission method, and reasonably determine the distribution ratio. In areas where the distribution method and admission method are not yet complete, it is not appropriate to engage in "one size fits all".
To sum up, when designing the system of senior high school entrance examination reform at the national level, we must have an objective understanding and evaluation of the problems existing in the practice of senior high school entrance examination reform in recent years, and at the same time fully consider the actual situation in various places, so that the reform of senior high school entrance examination is really conducive to promoting quality education, promoting students' all-round and individual development and reducing students' excessive academic burden. In this sense, the task of the senior high school entrance examination reform is very arduous.
Yunnan Province: Promoting the "Integration of Two Tests" in the Graduation Senior High School Entrance Examination
Yunnan province canceled the original graduation examination and senior high school entrance examination, promoted the integration of the two examinations, and established and implemented a unified junior high school academic level examination system. The seventh-grade students who entered the school in the autumn of 2009 began to implement the "Yunnan Junior High School Students' Academic Level Examination Scheme (Trial)", taking the academic level examination results as an important basis for senior high school enrollment. From 20 10, the unified senior high school entrance examination in the whole province will be cancelled, and the senior high school entrance examinations in 20 10 and 201transition period will be organized by the states (cities) themselves, and the examinations will be organized according to the unified examination time, examination subjects, grades and examination methods in the whole province.
Yunnan junior high school academic level examination is divided into two forms: examination and examination. Examination subjects *** 1 1: Chinese, mathematics, foreign languages, ideology and morality, physics, chemistry, biology, history, geography, information technology, sports and health, art (or music art). Among them, art (or music, art) is a school examination subject, and others are unified examination subjects. The examination subjects are comprehensive practical activities (research study, community service and social practice, labor and technology education), local and school courses, and physical and chemical experiments. The examination methods shall be determined by each city.
The science level examination shall be conducted at the end of the subject in accordance with the provisions and requirements of the compulsory education curriculum plan. The subjects to be tested in the next semester of Grade 8 are: biology, geography and information technology. The subjects to be tested in the ninth grade next semester are: Chinese, mathematics, foreign languages, ideology and morality, history, physics and chemistry. The physical education examination is scheduled to be held before the end of April of the ninth grade next semester. School exams and exam subjects are conducted at the end of the course.
Comments: Whether there are many subjects in the proficiency test will increase the burden, the selection function is reflected in the process of promoting the "integration of the two tests" and implementing the unified academic proficiency test. These problems are unavoidable. Change the way of thinking, whether the examination forms can be more diverse, and different subjects can take different ways such as examination, examination and assessment; Whether the test proposition can be more flexible, a test paper not only examines the basic level, but also reflects certain selectivity, which is not unattainable.
Weifang City: Comprehensive Quality Evaluation and High School Enrollment "Hard Link"
It is a prominent practice of Weifang's senior high school entrance examination reform to evaluate students' performance in all aspects that can't be expressed by paper-and-pencil examination and include them in the senior high school entrance examination, and treat them equally with Chinese, mathematics and foreign languages.
The comprehensive quality evaluation system includes three evaluation levels, three evaluation subjects and six evaluation dimensions. The three evaluation grades are: routine evaluation, subjective evaluation and landmark achievement; The three evaluation subjects are: student self-evaluation, peer evaluation and teacher evaluation; The six evaluation dimensions are: moral accomplishment, learning ability, communication and cooperation, sports health, aesthetics and performance, innovation and practice.
The basic basis of high school admission is: academic level test results and comprehensive quality recognition results. When enrolling students in high schools, students are admitted according to the combination of grades, that is, comprehensive quality as a subject is divided into three to five combinations with other subjects, with Chinese, mathematics, English and comprehensive quality as the first combination; Physics, chemistry, physical education and health are the second combination; Ideological and moral, history, geography, biology and experimental operation skills are the third combination. The scores of all subjects in each combination can be exchanged equally; Whether the combination is equivalent or not is determined by each enrollment school according to actual needs. Those with excellent comprehensive quality can be admitted without exception. For the recommended students with excellent comprehensive quality, they are selected according to the examination level of candidates' academic level, comprehensive quality level and the recommended student admission care policy determined by high school.
Comments: Only by "hard-linking" comprehensive quality evaluation with high school enrollment can it truly reflect its practical significance and role. However, we have to admit that "hard link" is actually very difficult, and the difficulty lies in its scientificity and objectivity. Without these two guarantees, the "hard link" will lose its real value. The urgent task is to do a good job in comprehensive quality evaluation, do less summative evaluation and do more process evaluation; Less subjective judgment, more objective presentation, so that the comprehensive quality evaluation results can be truly recognized by the society.
Wuhan: Returning from "Grade System" to "Score System"
In 2005, Wuchang District, as one of the first batch of 17 national-level curriculum reform experimental zones in China, took the lead in launching the "new senior high school entrance examination" in the whole province, and its core content was to convert scores into corresponding "position values". In 2007, the reform was implemented in the whole city.
Academic test scores are presented in the form of grades, which are defined on the basis of original scores. According to the enrollment plan and the characteristics of each subject, on the basis of grading, each subject is divided into several levels, and each level is given a corresponding position value. Specifically, Chinese, Mathematics, English, Physics, and Chemistry (combined volume) are divided into five grades according to the enrollment plan and subject status of senior high school, and on this basis, the five grades are divided into several grades: A+ 1, A+2, and A+3, each grade corresponds to a position value; Ideological and moral character, history and physical education are graded according to the distribution of grades and subject requirements, and the scores of ideological and moral character and history are A, B, C and D (unqualified); Each of them corresponds to a position value; Sports scores are A, B and C, and each item corresponds to a position value. The total position value is the sum of the position values of all disciplines, and the candidates with small total position value rank first.
Although the grade system downplays the scores, the common people don't recognize it because of the complex conversion method of the position value of the senior high school entrance examination, and because the position value of the senior high school entrance examination doesn't match the score of the college entrance examination, it increases the management difficulty of the daily teaching in junior and senior high schools. Based on the above considerations, in 20 1 1 year, Wuhan readjusted the presentation method of senior high school entrance examination results, and the scores of students' graduation entrance examination subjects returned from "grade system" to "score system".
Comments: The implementation of the "hierarchical system" in the senior high school entrance examination is often considered as "complicating simple problems". Returning from "grade system" to "score system" has become a helpless choice. However, the reform of senior high school entrance examination is very complicated after all, and the reform also needs to prevent "simplifying complex problems". The ranking of exam scores seems simple and clear, but when can I calculate the score? We might as well jump out of the dual thinking of "grading system" and "grading system" and look for a more diversified way to present examination results.
Shanghai: expanding the autonomy of high school enrollment
According to the opinions of Shanghai Education Commission on the enrollment of senior high school entrance examination, the enrollment schools independently make enrollment plans according to the needs of the development of school characteristics. In accordance with the principles of merit-based, openness, fairness and justice, on the basis of junior high school recommendation or student recommendation, the enrollment school independently selects the best candidate for pre-admission according to the comprehensive quality evaluation and recommendation or recommendation of students.
Candidates who are pre-admitted to high school must take the unified academic examination for junior high school graduation, and the total score of admission (that is, the sum of academic examination scores and policy or bonus points in six subjects of Chinese, mathematics, foreign languages, physics, chemistry and physical education) shall not be lower than the minimum control score line of "early admission" uniformly designated by our city. The enrollment plan of "early admission" for experimental demonstration high schools in the city is 40% of the school enrollment plan, including 30% for recommended students and 10% for self-recommended students. The "early admission" enrollment plan of the pilot high school undertaking the project of "exploring the establishment of a top-notch innovative talent training base" can be increased to 50% of the school enrollment plan.
Each enrollment school has set up an "early admission" leading group and formulated and published an "early admission" enrollment plan. According to the enrollment plan and the evaluation results of students' comprehensive quality, the school decided to pre-enroll students independently through collective discussion by the leading group. The list of pre-admitted students should be publicized at two levels (by the enrollment school and the Municipal Education Examinations Institute).
Comments: To build a modern school system, schools must be given more autonomy in running schools. For this reason, expanding the autonomy of high school enrollment should be a reform direction. Some people may say that the current credit system is not perfect, and the environment and conditions for schools to exercise their autonomy in enrollment are not yet available. However, the improvement of the credit system is not a one-off event after all, and the reform cannot wait blindly. The construction of credit system and institutional constraints are advancing simultaneously, and it is not out of reach to expand school enrollment autonomy. (Comment: Wang Ming is the director of the Basic Education Research Office of the Education Development Research Center of the Ministry of Education)