“语言知识和语言表达”试题是高考语文试卷的一个重要组成部分，它的变化发展伴随着高考语文改革的整体进程。对“语言知识和语言表达”试题展开研究，不仅能促进这部分试题内容和形式的科学化，而且有助于推进新课程标准下高考改革的有效开展。1999年是高考改革进入进一步深化时期的开端，所以我们以1999年为起点，对高考语文“语言知识和语言表达”试题进行研究。此外，限于时间、经历等，本文只着眼于近十四年高考语文全国卷一中的“语言知识和语言表达”试题。可是，我们依然可以通过研究清晰地了解到，在各方面飞速发展、新事物层出不穷的今天，什么样的汉语言文字知识和语言表达能力是我们真正需要的。已有的文章，较多地是将高考语文试题作为一个整体的研究，或是对某一年试题的分析，或是对“语言知识和语言表达”试题解题思路的点拨，或是对某类汉语言文字知识的解析……本文从语言学与语文考试相结合的角度，对高考语文试卷中“语言知识和语言表达”试题进行研究。本文把全国卷一中的语言知识类试题和语言表达类试题作为一个整体进行分析、归纳和总结，这样的研究更为全面，更为深入，既有对试题变化发展的历时性梳理，也有对具体题型的介绍分析。本文拟以新课程改革以来即1999—2012年的高考语文试卷中“语言知识和语言表达”试题为研究对象，以现代汉语的视角，根据教育测量学的基本理论，采用分析、统计及理论分析等研究方法，探讨这十四年的高考语文“语言知识和语言表达”试题的命题与考试大纲、教学大纲、语文教材之间的关系，并在横向上对“语言知识和语言表达”试题的变化以及试题本身进行研究，呈现出这几年“语言知识和语言表达”试题的发展脉络。高考语文“语言知识和语言表达”试题具有“稳中求变”的特点。随着新课程改革及高考改革的不断深化，“语言知识和语言表达”试题在题型和赋分趋于固定的同时，考查内容和所选材料越来越具有时代性、创新性和多样性的特征。我们认为，“语言知识和语言表达”的命题既要把握语文的学科特性，也要体现教育测量评价的科学性，还要贴近社会实际和学生生活经验，从而更好地考查学生的知识和能力，完成高考的责任和使命。

The text about Chinese language knowledge and language utterance is an important part in University Entrance Exam. Along with the whole process of the University Entrance Exam Reform, it has been changing and developing. The research on it can not only make the content and form of questions more scientific, but also help “New Course” to be carried out effectively. 1999 is the beginning of the period when Reform of University Entrance Exam went further, so we take the year of 1999 as the start of our research. In addition, this paper only focuses on the University Entrance Exam text in the nearly 14 years due to the limits of time and experience. According to the research, we can find out what language is we really need in the time with endless occurrence of new things and rapid development in all respects.The existing researches on the test of Chinese language knowledge and language utterance in University Entrance Exam, mostly study on the whole University Entrance Exam , or on the exam in one year, or on how to think about questions of utterance of language and character, or on some types of questions of utterance of language and character knowledge… The intended direction of this paper is to study the test of Chinese language knowledge and language utterance in the way of combining linguistics and Chinese-teaching. Namely, we will analyze, generalize and summarize all the questions of Chinese language knowledge and language utterance in University Entrance Exam. Such a study is more comprehensive, more profound. It classifies the changes of the test in diachronic way, and analyzes some specific examples of questions.The object of this research is questions of the test of Chinese language knowledge and language utterance in University Entrance Examination from 1999 to 2012. The paper will discuss the relationship between propositions of the test questions and test blueprint，syllabus and teaching materials, and analyze the test questions and the changes in the respect of contents, materials and forms to show the thread of the exam’s development. I hope this paper may have some revelation for today’s reform of Chinese education.The test of Chinese language knowledge and language utterance has the quality of changing in stability. With the reform of new curriculum and the reform of the university entrance examination deeper and deeper, the content and materials of these questions are more and more timelt, innovative and diverse. In our eyes, the proposition of the test of Chinese language knowledge and language utterance should not only grip the characteristics of basic education, the characteristics of subject Chinese, but also reflect the scientific nature of the measurement and evaluation of the education. Besides, it should close to the actual society and student’s life experience.