starting next year, beijing will have an open-book exam for taoism and law. what will be tested? how will it be evaluated?
2024-09-26
한어Русский языкEnglishFrançaisIndonesianSanskrit日本語DeutschPortuguêsΕλληνικάespañolItalianoSuomalainenLatina
starting from 2025, the written test on morality and rule of law in beijing's junior high school academic level test (junior high school entrance examination) will be an open-book test. the change from "closed-book" to "open-book" examination format implies a change in proposition ideas, a transformation of examination functions, and the development of educational concepts, highlighting the reform implications of cultivating morality, being approachable, and collaboratively educating people.
after the open-book exam of the subject of morality and rule of law, a question that everyone is very concerned about is how to score? what we emphasize is that we do not pursue the differentiation in scores, but focus on examining the solidification of students' ideological and political effects. this requires our teachers to upgrade from teaching knowledge points to conveying emotional attitudes and values in daily teaching. the subject of morality and rule of law does not rely on stepping on points and scoring rates to attract students' attention, but relies on real cognition of actual cases to stimulate children's interest in learning.
in order to enable front-line teachers and students to adapt to the changes and provide a handle for teachers' teaching and students' review and preparation for exams, the beijing education examinations authority organized subject experts to formulate test papers that are adapted to the moral and legal learning situation in beijing and conform to the characteristics of open-book examinations in accordance with the "compulsory education morality and law curriculum standards (2022 edition)" and have recently organized adaptive tests across the city.
what new content does this test paper include? let’s take a look ↓↓
01
start with the situation and focus on students
value construction and behavioral habit formation
the subject of morality and law is an ideological and political course in junior high school. the key point is to cultivate morality and educate people, and the fundamental task is also to cultivate morality and educate people.
the purpose of designing the test paper for this morality and rule of law adaptability test is to guide the teaching of morality and rule of law courses in the capital's junior high schools to pay more attention to the construction and formation of students' ideology, morality, behavioral habits, emotions, attitudes, and values, promote teaching to improve students' ideological and political quality, moral cultivation, legal literacy, and personality cultivation, and lay a solid ideological foundation for cultivating new people of the era who are responsible for the great cause of building a strong country and national rejuvenation.
the test questions guide teaching to focus on the cultivation of students' core competencies and improve teaching effectiveness by creating rich situations and innovative question design.
test paper no. 23
the test questions are based on a series of activities carried out by a certain school called "learn the constitution and talk about the constitution". through telling constitutional stories, answering students' questions and other activities, students feel the major achievements made by our country in the construction of the rule of law, and deeply understand that our country's constitution is the unity of the party's propositions and the people's will, and is the general charter for governing the country and maintaining stability. our lives are inseparable from the protection of the constitution, so that we can wholeheartedly support and practice the constitution and firmly follow the path of socialist rule of law with chinese characteristics.
test paper no. 25
this topic is closely related to the fundamental task of cultivating morality and educating people. with the 75th anniversary of the founding of the people's republic of china as the background, it enumerates the development achievements, shoulders the mission of strengthening the country, and cultivates patriotic feelings.
question (1) shows the brilliant achievements made in various fields of socialist construction, guides students to feel the strong pulse of the times, cast their eyes on the broad world of national development, draw strength from the great achievements, and inspire patriotic feelings.
behind the achievements are the hard work and unremitting struggle of the chinese people. question (2) tells the stories of the hard work and dedication of workers in different periods, guiding students to feel that "happiness is achieved through struggle", recognize the close connection between individual growth and national progress, establish the simple emotion of honoring labor, respecting labor, and loving labor, enhance students' sense of responsibility and mission in participating in the construction of a socialist modern power, and strive to grow into new people of the era with ideals, abilities, and responsibilities.
02
add true or false questions
improve open-ended writing scores
the purpose of the open-book examination on morality and rule of law is no longer to pursue the differentiation of scores, but to promote the consolidation of the effects of ideological and political education. the examination aims to stimulate students' interest in learning through real understanding of actual cases, rather than relying on scoring points and scoring rates to leverage students and teachers' attention to the course.
the test questions are designed in a practical, open and selective way, focusing on enhancing value recognition in thinking and consolidating the results of education. the presentation and question design of the test questions fully reflect the overall idea of "encouraging children's shining points, discovering children's shining points, and stimulating children's shining points". the test pays more attention to returning to the textbooks and appropriately reduces the comprehensiveness.
this test optimized the test paper structure and question format, added judgment questions, and increased the proportion of "open-ended" tasks in the test paper.
the judgment questions focus on the role of value guidance in the proposition, so that students can receive and strengthen correct and healthy values in the process of answering questions. the examination content can improve the coverage of the examination content. there are 10 judgment questions in the test paper, with a total of 10 points.
"open" tasks are tasks that require students to write a paragraph based on what they have learned, including writing letters, speeches, and reviews. this test has increased the score for "open" tasks and carefully designed the scoring criteria for such questions. the scoring criteria have lowered the high requirements for comprehensiveness and subject viewpoints, and the focus of the questions is on the examination of core literacy such as students' political identity.
test paper no. 24
this question is highly open and practical. it takes the "expressing heart with letters" practical activity held by the school as the context, requiring students to write a letter to the people around them who give them warmth and strength. it guides students to feel the power of beautiful emotions, the meaning and value of life in real practical experience, learn to be grateful, consciously assume social responsibilities, and be determined to contribute to the party and the country.
03
mainly based on intention
encourage students to express and show
this test also optimized the scoring reference design based on the characteristics of the test questions and open-book examinations. the test adheres to the concept of "there are answer standards, but no standard answers" in the evaluation design, mainly scoring based on the meaning, focusing on the connotation of the subject concepts expressed in the students' answers, rather than emphasizing the precise use of subject terms.
in terms of viewpoints, we adhere to a unified standard, encourage students to adopt different perspectives, adopt different ideas, express different views, and propose different solutions to problems. we encourage students to express creatively and show their personalities, so that students can "have something to say, can play, and easily score points", and enhance their confidence. in terms of scoring, if students can make in-depth explanations from a certain perspective, or express their insights based on real experiences that conform to correct values, and answer questions that reflect innovative thinking, they can also get higher scores.
the textbooks for this test are the four textbooks for grade 7 and grade 8. the content of the test questions fully returns to the textbooks, and there are three main ways to select the content.
"textbook citation" means that the content is literally from the textbook. judgment questions basically belong to this type of question.
"textbook adaptation", a considerable proportion of the test paper questions are adapted from the textbook text, expansion space, reading comprehension, exploration and sharing columns, etc.;
"utilization of textbooks" involves selecting situations that fit students' real lives and linking the answers to the textbooks, guiding students to use subject viewpoints and textbook content to solve practical problems in life. this part accounts for the largest proportion of the three methods.
test paper no. 21
the topic of this question is "solving confusion to promote growth". the test situations "others' evaluation of me" and "the story of me and my friends" are all derived from the exploration and sharing in the textbook column. after clever processing, reorganization and innovative presentation methods, they are made more in line with students' reality, guiding students to analyze and solve problems in familiar life scenes, to realize growth in solving confusion, and to guide teachers to make good use of textbooks.
04
open-book exams focus more on students
ability to solve real problems
the open-book examination on morality and the rule of law promotes the implementation of subject teaching to cultivate core competencies, shifting the focus from memorizing subject viewpoints and terminology to emphasizing diversified teaching, combining teaching with social practice activities, liberating students from excessive test preparation, paying more attention to the cultivation of subject interests and thinking qualities, enhancing students' ability to understand the real world and solve real problems, guiding students to form a correct world outlook, outlook on life, and values, and helping students become physically and mentally healthy, all-roundly developed talents.
after the adaptive test, teachers and students will realize that rote memorization and mechanical question-answering teaching are not suitable for the requirements of open-book examinations.
teachers should be good at stimulating students' interest and potential in the learning process and discovering their shining points and innovative performances.
teaching should adhere to the principle of educating people through practice, strengthen the connection between in-class and extracurricular activities, pay attention to the close integration of small ideological and political classrooms and large social classrooms, create teaching situations that are authentic, typical, and appropriate, enrich students' practical experience, and guide students to analyze and solve problems in real life situations.
test paper no. 22
the test question takes helping li and wang resolve a neighborhood dispute as an open-ended task, organically integrating moral education, legal education and student development, and highlighting the examination of students' performance in aspects such as legal concepts, moral cognition and value judgments.
question (1) is a selective task to help wang recommend ways to protect his rights. it provides students with a variety of options and encourages them to make choices based on the situation and legal knowledge. it also assesses their ability to apply disciplinary viewpoints.
question (2) uses the open-ended task of helping to persuade li and wang to resolve the dispute, encouraging students to analyze the problem from the perspectives of morality and rule of law, to put forward their own opinions, and to demonstrate their innovative thinking and problem-solving abilities. in completing the selective and open-ended task, students' moral cultivation and legal literacy are improved, their comprehensive level of core literacy development is demonstrated, and the unity of knowledge and action is promoted.
in addition, the test questions select family life situations around students to guide students to think about how to properly handle neighborhood relationships and what kind of neighborhood relationships a harmonious society needs, give play to the positive role of parents in moral education, and form a joint force for family, school, and community to educate people.
how did the children perform in this adaptive test? what suggestions and opinions do teachers and parents have? please leave a message to share.
source: capital education
