An Analysis of the Thinking Ability Levels Reflected in the English Reading Comprehension Questions of Jiangsu College Entrance Examination

本研究基于思维能力层级的分析框架，以布鲁姆教育目标分类理论为核心，结合安德森认知目标修订模型及图式理论，系统整合《普通高等学校招生全国统一考试大纲(英语)》中阅读理解模块的六大核心考点，对2018至2023年间江苏省高考英语试卷的阅读理解试题展开历时性量化研究。数据分析显示，各年度试题均全面覆盖六大考点，但不同考点的命题频次呈现显著差异；尤其值得注意的是，涉及高阶思维能力的考点在试题总量中占比偏低，且年度间分布呈现明显波动特征。研究进一步结合教育政策导向与教学实践需求，深入剖析考点分布与思维层级关联的内在机制，探讨题型间的协同关系，并从教育管理者、命题者、教师等维度提出分层优化建议。This study employs a hierarchical analysis framework of cognitive abilities, centered on Bloom’s Taxonomy of Educational Objectives, combined with Anderson’s cognitive goal revision model and schema theory, to systematically integrate the six core assessment dimensions of the Reading Comprehension section from the “National Unified Examination Syllabus for College Entrance Examination (English)”. A longitudinal quantitative analysis was conducted on the reading comprehension items of Jiangsu Province’s English college entrance examination papers spanning the period from 2018 to 2023. The data analysis reveals that while all six assessment dimensions are comprehensively covered across the annual examination papers, significant disparities exist in the frequency of item distribution across these dimensions. Notably, the proportion of items targeting higher-order cognitive skills remains relatively low within the total item pool, with pronounced inter-annual fluctuations observed in their distribution patterns. The research further combines the orientation of educational policies and the demands of teaching practice, deeply analyzes the internal mechanism of the correlation between the distribution of examination points and the thinking levels, explores the collaborative relationship among question types, and puts forward hierarchical optimization suggestions from the dimensions of educational administrators, test setters, teachers.