【中文摘要】阅读是获取信息、掌握知识和提高语言应用能力的基础。《全日制普通高级中学英语教学大纲》(实验修订版)(2003)明确了阅读的重要性,提高阅读能力是全日制高级中学英语教学的目标之一。高考英语全国卷150分的总分中阅读理解占了40分,可见阅读理解试题对考生的成绩有较大影响。本文根据语言测试的相关理论,《新课标》和近五年的高考英语考试大纲和《教学大纲》考查最近五年的全国高考英语阅读试题的内容效度。借助Bachman和Palmer的任务特征框架,并结合高考英语阅读全国卷试题的本身特点,提出了一个更具操作性的新框架。这个新框架由测试输入和预期回答两方面构成,是检验阅读理解的内容是否能充分体现新课标和考试大纲、教学大纲的要求。研究结果显示：2007-2011年高考英语全国卷阅读测试符合课程标准、考试大纲和教学大纲的要求,设计科学、合理,具有较高的内容效度。1)高考英语阅读理解紧扣新课标,符合两纲(教学大纲和考试大纲)的要求,具体表现在：篇章长度、阅读速度、生词量、体裁、题材和阅读技能等；2)测试的结构和模式具有相当的稳定性和连续性；3)注重考生综合运用能力特别是语篇整体理解能力的考查；4)从2007到2011年,特别是2009到2011试题的命题日趋成熟,整体质量逐年提高。但也存在一些问题,如：测试题型单一,仅包含多项选
择题一种题型：阅读速度有待进一步提高；阅读理解部分话题过于集中,大部分为日常生活故事和社会文化；阅读理解材料的长度分布有待平衡；阅读技能的考查需要更全面。基于以上结果,提出了相关的建议以便提高将来高考英语阅读理解部分的内容效度,促进高中英语教学。
【英文摘要】Reading is the basis of gaining information, mastering the knowledge and widening the language application ability. The teaching syllabus of senior high school (trial and revised edition)(2000) has been stipulated clearly the importance of reading:to stress the enhancement of reading ability is one of goals of English teaching in senior middle school. As one subject of NMT, NMET holds the important position. In NMET the total score of test paper is150score, while reading comprehension part accounts for40, so obviously reading part exerts great effects for examinee’s performance.From above mentioned it is shown that reading comprehension and NMET are very important. According to related theories on language testing and reading testing, NECS and testing syllabus (2007-2011) and teaching syllabus, the thesis make an analysis on content validity of NMET reading comprehension in recent five years by quantitative and qualitative methods. Meanwhile,
on the basis of Bachman and Palmer’s task characteristics framework, the thesis proposes a more operative new framework. And it is constituted by the test input and expected response, its goal is to check whether reading comprehension tests parts can fully manifest the requirements of NECS, the testing syllabus and the teaching syllabus.The results show that NMET reading comprehension tests conforms to the requirements of New Curriculum Standards, the testing syllabus and the teaching syllabus, the design is scientific and reasonable with high content validity from2007to2011.1) The majority of
characteristics of NMET reading comprehension parts such as, text length, reading speed, new words, readability, genre, topic, and coverage of reading skills,etc. match the NECS and two syllabi;2) The structure and format of test have stability and continuance during the past five years;3) Examinee’s integrated ability of using language especially the ability of discourse understanding are attached more importance to in reading test;4) From2007to2011years, particularly
from2009till now, the design of test become more and more mature gradually, the overall quality has greatly improved year by year. However, there are still some deficiency in the design
of test paper, for instance, the test format is single, including only one format, namely multiple-choice question; reading speed need further enhance; topics of reading passage are too concentrate on daily life story and society culture; the text length need to be balanced and reading skills should be more comprehensive.Finally, according to the findings of the present study, some suggestions on NMET reading comprehension further design and English teaching and learning in senior middle schools are put forward.
【关键词】高考英语 阅读理解 内容效度
【英文关键词】NMET reading comprehension content validity
【目录】高考英语全国卷（2007-2011）阅读理解测试内容效度研究中文摘要3-4Tables7-10the study10Study10-11
Abstract4-5
List of
1.1 Background of
Chapter 1 Introduction10-12
1.2 Significance and Questions of the 1.3 Structure of the thesis11-12
2.1 Definitions of the
2.1.2 Content
Chapter 2
Literature Review12-22Terms12-14
2.1.1 Validity12-13
Validity13-14Testing14-15
2.2 Theories on Language
2.2.1 Bachman’s Model of Communicative
Language Ability14-152.2.2. Framework of Task Characte
2.3. Theoretical basis of
2.3.2 Three
ristics of Bachman & Palmer15Reading Tests15-18
2.3.1 Schema Theory15-16
Models of Reading Process16-17Tests Formats17-18
2.3.3 Reading Comprehension
2.4. Empirical studies into Reading
2.4.1 Studies
2.5 Brief
Comprehension Tests18-20Abroad18-19
2.4.2 Studies at Home19-20
Introduction to NMET20-22Design22-25
Chapter 3 Research
3.2 Research 3.4 Research
3.1 Research Framework22-23
3.3 Research Criteria243.5 Summary24-25
Questions23-24procedures24Analysis25-40Input25-35
Chapter 4 Results and
4.1 Characteristics of the
4.1.2
4.1.1 Length of the passage25-26
4.1.3 New Words27-284.1.5 Topic Areas30-32
Reading Speed26-27Readability28-30Genre32-34
4.1.4 4.1.6 4.2 4.2.1
4.2.3
4.1.7 Difficulty Analysis34-35
Characteristics of the Expected Response35-38Response Types35-36
4.2.2 Tyes of question36-37
4.3 Summary38-40
Reading Skills Coverage37-38Conclusion40-46
Chapter 5 5.2
5.1 Findings of the Study40-41
Implications for NMET Designing and English Teaching and
Learning41-445.3 Limitation of the Study445.4
Recommandations for Further research44-46
Bibliography46-49
Appendix49-51
Publi
cations during the Postgraduate Program51-52
Acknowledgements52-53
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