Junior High Education Exam Chinese Language Section Integrates Daily Life and Literature; Includes Local Food Culture and Shakespearean Comedy
The Chinese language section of the 115th Junior High Education Exam focused on real-life scenarios, interdisciplinary text comprehension, and literary analysis.
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The third session of the first day of the Junior High Education Exam was the Chinese language section. The test materials combined daily life scenarios and literary works, such as 'Ma-yi' (jute leaf dish), 'Black-White Cut' (assorted cut dishes), and Shakespeare's comedy 'Twelfth Night'. Additionally, it covered content from natural and social subjects, such as Dutch floating dairy farms and Middle Eastern refugees.
The first day of the 115th Junior High Education Exam was held today, with the third session being Chinese. No questions were released on the first day, with the Ministry of Education inviting teachers to help analyze the exam questions.
Ding Mei-hsueh, a teacher at Qishan Junior High School in Kaohsiung City, stated that there were 42 questions in the Chinese section of this year's exam, with a ratio of classical to vernacular Chinese of about 30 to 12, which is roughly similar to last year. The questions started from basic conceptual types and extended to higher-level comprehension, integration, and application questions. The overall difficulty was moderate, balancing basic evaluation and differentiation functions.
Regarding the characteristics of the questions, Ding Mei-hsueh mentioned that language knowledge attaches importance to basic language concepts and takes into account character, punctuation, and pragmatic abilities. For example, question 4 combined 'Shuowen Jiezi' (origin of characters) with images to have candidates judge character-making principles; question 16 evaluated the use of titles in conversational contexts such as 'my daughter', 'my elder brother', 'my foolish father and son', and 'your mother'.
Ding Mei-hsueh pointed out that this year's literacy questions emphasize daily life scenarios, public issues, and interdisciplinary text comprehension. Students must extract information and integrate contexts from the text. For example, questions 24 to 25 examined local food culture like Ma-yi and Black-White Cut, and students must understand local culture and the author's emotions from the description; question 14 examined the UN Convention on Biological Diversity, evaluating the ability to understand environmental issues and textual information.
Chen Tien-ling, a teacher at Jinhe High School in New Taipei City, explained that the Chinese test also attaches importance to text comprehension, comparative reading, and interdisciplinary text integration. For example, questions 26 to 29 used urban vertical farms and Dutch floating dairy farms as materials, using images and text descriptions to have candidates compare text content, summarize key points, integrate details, and understand their connection to the circular economy.
Chen Tien-ling stated that in terms of literary works, it includes materials from Shakespeare's comedy 'Twelfth Night', requiring candidates to infer through plot summaries; and materials from writer Khaled Hosseini's 'Sea Prayer', showcasing humanitarian concern through the story of Middle Eastern refugees and immigrants.
Some questions emphasized applying the reading comprehension ability cultivated in the Chinese subject to other subjects or daily life scenarios. Chen Tien-ling gave an example that question 17 compared the Song Dynasty's 'Cricket Classic' (Cuzhijing) and an insect manual published 300 years later, requiring candidates to infer the value of the 'Cricket Classic' from perspectives such as literature and medicine. The Chinese test also covered content from natural and social subjects, showing the importance of interdisciplinary text reading, and extensive reading is a future trend.
The first day of the 115th Junior High Education Exam was held today, with the third session being Chinese. No questions were released on the first day, with the Ministry of Education inviting teachers to help analyze the exam questions.
Ding Mei-hsueh, a teacher at Qishan Junior High School in Kaohsiung City, stated that there were 42 questions in the Chinese section of this year's exam, with a ratio of classical to vernacular Chinese of about 30 to 12, which is roughly similar to last year. The questions started from basic conceptual types and extended to higher-level comprehension, integration, and application questions. The overall difficulty was moderate, balancing basic evaluation and differentiation functions.
Regarding the characteristics of the questions, Ding Mei-hsueh mentioned that language knowledge attaches importance to basic language concepts and takes into account character, punctuation, and pragmatic abilities. For example, question 4 combined 'Shuowen Jiezi' (origin of characters) with images to have candidates judge character-making principles; question 16 evaluated the use of titles in conversational contexts such as 'my daughter', 'my elder brother', 'my foolish father and son', and 'your mother'.
Ding Mei-hsueh pointed out that this year's literacy questions emphasize daily life scenarios, public issues, and interdisciplinary text comprehension. Students must extract information and integrate contexts from the text. For example, questions 24 to 25 examined local food culture like Ma-yi and Black-White Cut, and students must understand local culture and the author's emotions from the description; question 14 examined the UN Convention on Biological Diversity, evaluating the ability to understand environmental issues and textual information.
Chen Tien-ling, a teacher at Jinhe High School in New Taipei City, explained that the Chinese test also attaches importance to text comprehension, comparative reading, and interdisciplinary text integration. For example, questions 26 to 29 used urban vertical farms and Dutch floating dairy farms as materials, using images and text descriptions to have candidates compare text content, summarize key points, integrate details, and understand their connection to the circular economy.
Chen Tien-ling stated that in terms of literary works, it includes materials from Shakespeare's comedy 'Twelfth Night', requiring candidates to infer through plot summaries; and materials from writer Khaled Hosseini's 'Sea Prayer', showcasing humanitarian concern through the story of Middle Eastern refugees and immigrants.
Some questions emphasized applying the reading comprehension ability cultivated in the Chinese subject to other subjects or daily life scenarios. Chen Tien-ling gave an example that question 17 compared the Song Dynasty's 'Cricket Classic' (Cuzhijing) and an insect manual published 300 years later, requiring candidates to infer the value of the 'Cricket Classic' from perspectives such as literature and medicine. The Chinese test also covered content from natural and social subjects, showing the importance of interdisciplinary text reading, and extensive reading is a future trend.