introduction

The importance of improving the quality of subject questions was emphasized, and it was pointed out that the reform of examination evaluation is the key to promoting the new curriculum reform guided by literacy. The reform of examination evaluation has a significant impact on curriculum teaching reform and national talent cultivation. The promulgation of the "New Curriculum Standards for Moral Education" requires the implementation of core literacy training objectives, and clarifies that exam evaluation should be based on curriculum objectives, content, teaching suggestions, and academic quality standards. In order to play a positive guiding role in exam evaluation, exam evaluation reform must be synchronized with curriculum reform, and standardized questions are an important means to achieve this goal.

The Importance of Propositions Based on Standards

Emphasis was placed on the important role of proposition based on criteria in achieving the goals of English education. Firstly, proposition based on standards is the key to ensuring the implementation of curriculum standards and the achievement of educational goals, which helps teachers and students understand and adapt to the requirements of curriculum standards. Secondly, standardized questions are an important means to achieve the task of cultivating students' moral character and core competencies. The direction and content of exam questions reflect the will of the country and have a direct impact on the achievement of educational goals. Finally, proposition based on standards is the key to ensuring consistency in teaching, learning, and evaluation. Guiding teaching through scientific and standardized propositions promotes the development of students' core competencies, improves the quality of education, and is of great significance for building a high-quality education system.

Misconceptions about Propositions Based on Standards

Identified three main misconceptions among proposition personnel and frontline teachers in terms of standard proposition. Firstly, there are issues in the process of proposition that deviate from the curriculum standards, exceed the standards, or deviate from the standards, resulting in exam results that cannot truly reflect students' learning outcomes and ability levels. Secondly, narrowing down the standard based questions to those based on the curriculum standard appendix ignores the requirements for language knowledge such as discourse and pragmatics in the curriculum standard, which limits the rationality of the test paper structure. Finally, limiting the use of standardized questions to the process of implementing the test question system neglects the importance of implementing standardized questions at every critical stage, resulting in difficulties in ensuring the scientific, rational, and fair nature of the test questions and exams.

The connotation of standard proposition

The proposition emphasizes the use of curriculum standards as the basis and the comprehensive implementation of requirements such as curriculum nature, philosophy, and objectives. The proposition concept should highlight the orientation of literacy and strengthen the educational value of English curriculum. The objective of the proposition is to develop students' core competencies, examining the integrated development of their language, culture, thinking, and learning abilities. The proposition method should reflect the evaluation concept of literacy orientation, and the test materials, situations, task design, and grading standards should all be based on the curriculum standards. According to the standard proposition, students should be comprehensively guided to form correct values, essential character traits, and key abilities, and their ability to apply English knowledge and skills to solve problems in specific contexts should be tested, while integrating international perspectives, patriotism, and other tests.

Establish an effective correlation between curriculum standards and exam questions

The importance of establishing an effective correlation between curriculum standards and exam questions was emphasized, in order to achieve the transformation from static curriculum standards texts to dynamic proposition practices. According to the requirements of the standard proposition, fully follow the curriculum philosophy and requirements of the "New Curriculum Standards for Moral Education", systematically plan the examination objectives, content, and form, guide teaching to focus on literacy, and promote students' comprehensive development. Proposition design should be based on the integration of instrumental and humanistic aspects of English curriculum, highlighting the curriculum objectives of literacy orientation, and achieving the integrated development of language ability, cultural awareness, thinking quality, and learning ability. The course content should revolve around real situations and problems, integrate language and cultural knowledge, develop language skills and learning strategies. According to the standard proposition, we should persist in selecting meaningful themes and discourse, creating real language application scenarios, guiding students to flexibly use language knowledge, skills, and cultural knowledge in language interaction and problem solving, and testing students' core literacy.

Path according to the standard proposition

In depth exploration was conducted on how to implement the requirements of curriculum standards into proposition practice, emphasizing that proposition personnel need to clarify the nature and purpose of the exam, and follow principles such as guidance, scientificity, standardization, and suitability. The nature and purpose of exams affect the principles and planning of proposition, such as the middle school entrance examination which measures academic achievement and serves as the basis for enrollment and admission. Propositions should adhere to the concept of literacy, comprehensively examine students' language ability, cultural awareness, thinking quality, and learning ability, and guide teachers to optimize teaching objectives and methods. The principle of scientificity requires proposition to ensure the reliability and validity of the test questions, the principle of normativity emphasizes the professionalism and standardized process of proposition personnel, and the principle of suitability requires material and task design to be close to the actual situation of students. Proposition planning is a crucial step that involves exam objectives, framework, and structure. It requires proposition personnel to conduct in-depth research on curriculum standards, possess rigorous logical thinking, and knowledge of educational measurement. Proposition planning should clarify the scope of content, level requirements, examination format, etc., design a reasonable goal structure and content structure, create real problem scenarios, determine difficulty and question structure, and test students' core competencies in a scientific and reasonable way.

conclusion

Emphasis should be placed on the need for proposition personnel to have a deep understanding of standard propositions, master the dual nature of English courses, and ensure that the examination content covers multiple dimensions such as language knowledge, skills, and emotional attitudes. The proposition personnel should update their concepts, design comprehensive, applied, and open-ended test questions through planning, selecting materials, creating scenarios, improving the quality of proposition, promoting students' practical English application ability, guiding changes in teaching and learning methods, and achieving the positive educational function of exam evaluation.