108至110學年度學測國文科試題分析與解題策略之有效教學研究

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2022

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108新課綱實施的前一年(107年)起,大考中心便已開始調整學測國綜考科的配分與題型,測驗試題除了依循107與111年所公布的〈考試說明〉之測驗目標與題型分配進行研發之外,108入學的師生也要因應課綱調整後,在課本教材、教學時數、課程內涵與教學型態,進行多面向的調整與適應。因此,本研究將透過「近三年(108-110)的學測試題分析」以及「111學測的測驗目標分析」進一步釐清「學測試題的發展趨勢」與「解題策略的教學方向」,期望能透過試題分析資訊,作為教學現場教師課後評量的命題參考,並藉此探究學測國綜試題的命題趨勢,以反思新課綱的國文教學的新方向,最後也期望能延續前人的研究成果,為學測國綜試題提出更有效的發展建議。全文共分六章:第一章緒論,概述研究動機、目的、步驟與研究限制,並定位本研究之範圍與研究方向。第二章為文獻回顧與名詞解釋,本章除整理測驗相關理論、閱讀相關理論之外,更統整分析前人有關「試題分析」與「評量研究」之研究成果,藉以作為研究之基石。第三章則針對108-110年之國綜考科中的知識題型與高鑑別度試題進行逐題的試題分析,其目的除了延續和補充前人的研究成果之外,本章最後亦嘗試依據測驗目標的分類對教學現場提出教學建議。第四章與第五章則為解題策略的有效教學,前者針對知識題型進行統整與分析,後者則針對閱讀題型進行說解。第六章則為結論與建議,除了回應本論文的三項研究動機之外,也針對後續研究提出具體的建議與方向。
Since the year before the new curriculum guideline of 2019 was implemented (2018), College Entrance Examination Center has started to adjust the score distribution and the design of test items in Chinese test of GSAT. These exam questions are developed according to the test objectives and allocation of test items from the test instructions of 2018 and 2022. Meanwhile, the teachers and the students enrolled after 2017 are required to adjust and adapt themselves to the new curriculum guidelines in multiple aspects, including course materials, teaching hours, instructed content and teaching styles.This research examines the trend of GSAT development and the teaching principle of problem-solving strategies of exam questions through the test analysis of GSAT in the last three years (2019-2021) and the analysis of GSAT objectives in 2022. It is expected that this analysis of test questions can serve as a reference for the teachers’ instructional assessment. Simultaneously, this analysis of test questions addresses the study of GSAT Chinese test construction trend, as a reflection on the principles of Chinese teaching under the new curriculum guideline. Ultimately, with the persistence of research findings from the predecessors, this study aims to propose more effective development suggestons for Chinese test of GSAT.This paper consists of six chapters. The first chapter is an overview of the research motivations, purposes, method and its limitations. It states the range and the research interest of this paper. The second chapter includes the literature review and the glossaries. In this chapter, besides the arrangement of test and reading related theories, there are also results of the previous studies on “test analysis” and “test evaluation” as the basis of this research paper. Chapter three focuses on analysis of knowledge test items and questions of high item discrimination index in Chinese test of GSAT from 2017-2021. On the purpose of continuing and replenishing the previous research findings, this chapter aims to put forward the teaching advice in the classroom based on the classification of test objectives. Chapter four and chapter five are the effective instructions of problem-solving strategies. While the former contains the summary and analysis of knowledge test items, the latter is the commentary on reading comprehension test items. Chapter six encloses the conclusion and suggestions. In response to the three research motivations of the paper, this chapter suggests specific guidance and principles for further studies.

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高中國文, 學測試題, 試題分析, 解題策略, High school Chinese, GSAT, test analysis, problem-solving strategy

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