2018 年初教育部颁布了新的课程标准，掀起了新一轮语文课程改革的热潮。语文学科 核心素养是新课标的核心概念，教育界围绕这一核心概念展开了一系列的分析、对比、评 价研究。本研究追溯过去十多年的课改经验，比较研究课标与考纲的匹配性，以期提出关 于语文核心素养的高考评价建议。

第一部分为文章绪论。包括文章的选题缘由、选题意义、研究现状和研究方法。

第二部分为新旧高中语文课程标准的比较研究。包括课程性质与基本理念、课程目标、 课程内容以及其他差异四个部分，其中课程目标部分阐述了实验稿与新课标的差异，并指 出新的课程目标突出了语文学科的本质属性;课程内容则分为“教师教”向“学生学”转 变、“学教材”向“用教材”转变两个部分;最后对比分析附录部分的变化并访谈了几位 一线教师对新课标的认识。

第三部分为本研究的核心部分，即探究考纲与课标的匹配性。本部分的研究主要运用 逻辑分析论证的方法，将 2003 年实验稿课标与 2008 年考纲对比，探究课改艰难前行的原 因，将新课标与 2018 年考纲对比，探究新课标与 2018 年考纲的匹配程度，以期找到未来 高考考纲的修订方向。

第四部分是对新课标“高考命题建议”的解读。本部分对文件内容做了进一步阐释说 明，高考命题的方向是围绕具体情境和典型任务设计。解读“高考命题建议”，旨在从国 家纲领性文件中找到高考评价改革的思路。

第五部分为关于语文核心素养的高考评价初探，本部分运用随机抽样法取样，设计调 查问卷收集高一、高二学生对新课标以及高考的看法，旨在从学生角度，探究当前语文教 育面临的困境。最后，结合前几部分的研究结果，围绕语文核心素养，得出三个关于高考 评价改革的思考。一是高考评价应重视“听说”能力的考查;二是高考命题应控制客观题 的数量，避免学生陷入思维困境;三是高考命题应设计典型任务，给予学生个性化表达的 空间。

In early 2018, the ministry of education issued new curriculum standards, setting off a new wave of Chinese curriculum reform. The core accomplishment of Chinese subject is the core concept of the new curriculum standard. This paper traces the curriculum reform experience in the past ten years and compares the matching between curriculum standards and examination syllabus, in order to find out the evaluation Suggestions on Chinese core literacy for college entrance examination.

The first part is the introduction. It includes the reason of topic selection, meaning of topic selection, research status and research methods.

The second part is a comparative study of the old and new Chinese curriculum standards. It includes four parts: the nature and basic idea of the course, the goal of the course, the content of the course and other differences. The course content is divided into two parts: "the teacher teaches" to "the student studies" the transformation, "the study teaching material" to "USES the teaching material" the transformation; In the end, the content of the appendix is compared and several front-line teachers are interviewed about their understanding of the new curriculum standard.

The third part is the core part of this study, which is to explore the matching between the syllabus and the curriculum. This part mainly USES the method of logical analysis and argumentation to compare the differences in content and presentation of different documents and explore the compatibility between the new curriculum standard and the examination outline of college entrance examination.