文言文是中华传统文化的重要载体，涉及的知识众多，而如何在有限的文言文试题中尽可能全面、准确地反映学生的水平，如何利用高考文言文试题的引导作用提高学生的语言、文学、文化素养，促进中华优秀传统文化的传承，是试题命制无法避开的问题。

本文采用了文献研究法、比较研究法和统计分析法，对两岸有关文言文试题命制的要求进行梳理，然后分别选取近五年大陆以及台湾地区共十套语文试卷的文言文试题部分作为样本，对其试题形式、涉及典籍和考查能力层级进行对比分析。

研究发现，在题型上，台湾地区的试题主要以选择题为主，但形式十分灵活；大陆地区选择题与主观题并重，但形式较为固定。在选材上，台湾地区试题课内与课外文章合理结合，范围十分广泛，出现与白话文、古诗词等融合考查的情况；大陆地区试题有所突破，但仍旧不出传状类和论辩类两种体裁，一直保持对文言文的单独考查。在试题考查能力方面，台湾地区整体考查层级比大陆地区高，主要考查“分析综合”能力，并涉及更高一级的“鉴赏评价”能力，具体考查形式灵活多样，富有创新性；大陆地区试题主要考查“理解”层级，重点关注学生对于“文言”这一工具的把握情况，对字词理解精确度的要求较高。

基于对比分析结果，本研究针对大陆地区高考文言文试题存在的不足，结合台湾地区高考试题优点提出对高考文言文试题命制的建议。第一，扩大篇章选材范围，在朝代、体裁、材料组合、来源等方面进一步突破现有传统；第二，挖掘文本深层内涵，对学生是否能真正读“懂”文言文进行考查；第三，丰富题目形式，灵活考查文言文阅读能力；第四，增加古为今用考查，促使学生挖掘文言文的当代价值。

本研究选取近五年的试题样本，具有较强的时效性，但由于教学实践经验以及学识积累不足，并未对试题“情境”等问题进行研究，对试题的分析也不够深入。

Classical Chinese is an important carrier of traditional Chinese culture, involving a wide range of knowledge and abilities. How to comprehensively and accurately reflect students' level in limited Classical Chinese test questions, how to use the guiding role of the college entrance examination Classical Chinese test questions to improve students' language, literature, and cultural literacy, and promote the inheritance of traditional Chinese culture are unavoidable issues in test question design.

This article adopts the methods of literature research, comparative research, and statistical analysis to sort out the requirements for Classical Chinese test question design in both mainland China and Taiwan. Then, ten sets of Chinese test papers from the past five years in mainland China and Taiwan are selected as samples to compare and analyze the form of the test questions, the involved classics, and the levels of ability being tested.

The research found that in terms of question types, the test questions in Taiwan mainly consist of multiple-choice questions, but the forms are very flexible. In mainland China, multiple-choice questions and subjective questions are equally important, but the forms are relatively fixed. In terms of material selection, the test questions in Taiwan reasonably combine in-class and out-of-class articles, with a wide range of scope. They also incorporate the examination of fusion with vernacular Chinese and classical poetry. The test questions in mainland China have made some breakthroughs but still do not include two types: letters and debates. They have always maintained the separate examination of Classical Chinese. In terms of the ability being tested, the overall level of examination in Taiwan is higher than that in mainland China, mainly testing the ability of "analysis and synthesis" and involving a higher level of "appreciation and evaluation". The specific forms of examination are flexible, diverse, and innovative. The test questions in mainland China mainly test the level of "understanding", focusing on students' grasp of Classical Chinese as a tool, with higher requirements for the accuracy of word understanding.

Based on the comparative analysis results, this study proposes suggestions for the design of college entrance examination Classical Chinese test questions in mainland China, combining the advantages of the test questions in Taiwan. Firstly, expand the range of material selection, break through the existing traditions in terms of dynasties, genres, material combinations, and sources. Secondly, explore the deep connotations of the texts and examine whether students truly understand Classical Chinese. Thirdly, enrich the forms of the questions and increase the degree of variation in test questions over the years. Fourthly, add examinations that connect the ancient with the present to encourage students to explore the contemporary value of Classical Chinese.

This study selects samples from the past five years, which have strong timeliness. However, due to insufficient teaching practice experience and knowledge accumulation, the study did not research issues such as the "context" of the test questions, and the analysis of the test questions is not deep enough.