The college entrance examination was reformed in 2017!

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Recently, the National Education Examinations Authority issued the \"Notice on the Revisions to the Syllabus for the 2017 General College Entrance Examination\" (Document No. Jiaoshi Zhongxin Han [2016] 179), announcing the revisions to the syllabus for that examination. The revised basic principles emphasize overall stability while promoting reform and innovation. It is necessary to handle well the relationship between inheritance and development, as well as stability and innovation. While maintaining the overall framework of the examination syllabus unchanged, further consolidate the achievements made in reforming the examination content to ensure the smooth progress of such reforms in the college entrance examination. Optimize the exam content to focus on improving quality. Making the improvement of the scientific nature and fairness of the examination syllabus the core of the revision process, and based on the requirements for talent selection in universities as well as **curriculum standards, the examination content is designed scientifically to enhance its fundamentality, comprehensiveness, applicability, and innovation, thereby meeting the needs of economic and social development for diverse, high-quality talents. The main revisions include adding assessments related to China’s excellent traditional culture, actively fostering and practicing the core socialist values, and giving full play to the educational function and positive guiding role of college entrance examination questions. For example, add content on ancient cultural knowledge to the language curriculum, include classical Chinese, traditional festivals, and folk customs in the Chinese language course, and add content on mathematical culture to the mathematics curriculum. Improve the assessment objectives. In line with the characteristics of the subject and the requirements for core competencies, the content of the assessment objectives has been revised in the examination syllabus. Each assessment objective is explained in detail in the examination guidelines, along with sample questions, to further clarify the requirements for these objectives and facilitate candidates’ understanding and preparation for the exams. Adjust the exam content. On the premise of emphasizing common foundations, elective modules should be reasonably designed to meet the requirements for talent selection in universities and align with the direction of curriculum standard revisions. For example, in the language arts subject, both the reading of literary texts and that of practical texts are required as part of the examination, in order to meet the requirements of universities regarding students’ basic skills and overall competence, and this approach aligns with the teaching practices in middle schools. In mathematics, the optional module on \"Geometric Proofs\" has been reduced, while in physics, modules 3–5 are made compulsory, in line with the trends in the revision of curriculum standards. In terms of revisions to the curriculum, the Chinese language subject places greater emphasis on reflecting its fundamental and comprehensive nature; it optimizes the content of assessments, adjusts the optional modules, and evaluates both language skills and humanistic literacy in a comprehensive manner. 1. The design of competency objectives is discipline-specific, with an emphasis on assessing higher-level thinking skills, such as the ability to appreciate and evaluate. 2. Slightly increase the amount of reading to assess the rapid reading skills and information screening and processing abilities required in the information age and for talent selection in universities. 3. The two elective modules specified in the current examination syllabus are “Literary Text Reading” and “Practical Text Reading”; students are required to choose one of these two questions to answer. The revised exam syllabus eliminates the optional section, making both “Literary Text Reading” and “Practical Text Reading” mandatory subjects. 4. Add an assessment item on “understanding and mastering common ancient cultural knowledge” to the “Reading of Ancient Poems and Prose” section. Chinese 1: The name of the exam subject has been changed from “Chinese Language and Literature” to “Chinese”. 2. A new section titled “Assessment Objectives and Requirements” has been added, specifying that the assessment objective is to evaluate the candidates’ ability to use the Chinese language; meanwhile, taking into account the characteristics of this language discipline, specific requirements for different levels have been established. There is a greater emphasis on assessing abilities, shifting from traditional knowledge-based formulations to ability-based ones. 3. Adjust the structure of the test paper and emphasize ability-based assessment. Adjust the score ratio between Volume I and Volume II, reduce the emphasis on memorized knowledge, and increase questions assessing reading and writing skills based on the characteristics of the candidate group. The reading materials have been changed from one to two, covering a broader range of styles. 4. Optimize the exam content. Questions assessing knowledge of classical Chinese and the excellent traditional culture of China have been added. Mathematics 1: In terms of the requirements for capabilities, it includes additional demands for fundamentality, comprehensiveness, applicability, and innovation, as well as a requirement related to mathematical culture. At the same time, the capability requirements were elaborated in more detail to make them clearer and more specific. 2. Remove “Advanced Topics in Geometric Proofing” from the three elective modules outlined in the current examination syllabus; the content and scope of the remaining 2 elective modules remain unchanged. Candidates may choose either of the two modules, “Coordinate Systems and Parametric Equations” or “Advanced Topics in Inequalities”, to answer questions from. The six elective modules specified in the current history examination syllabus are “Major Reforms in History,” “Thoughts and Practices in Modern Society,” “Wars and Peace in the 20th Century,” “Evaluations of Historical Figures from China and Abroad,” “Exploring the Mysteries of History,” and “A Collection of World Cultural Heritages.” The revised exam syllabus removes the optional modules of \"Thoughts and Practices in Modern Society,\" \"Exploring the Mysteries of History,\" and \"A Collection of World Cultural Heritages.\" The content and scope of the remaining 3 optional modules remain unchanged; candidates may choose one of these 3 modules to answer questions on. The three elective modules specified in the current geography examination syllabus are “Tourism Geography,” “Natural Disasters and Their Prevention,” and “Environmental Protection.” Students are required to choose one of these three modules to answer questions on. The revised exam syllabus removes the “Natural Disasters and Prevention” module. Candidates must choose one of the modules, “Tourism Geography” or “Environmental Protection”, to answer questions on. The ideological and political education guidelines have been revised and improved to address the assessment objectives for the four skills in a discipline: \"acquiring and interpreting information,\" \"applying knowledge,\" \"describing and explaining things,\" and \"arguing and investigating issues.\" Example questions have been added to provide clarification, further specifying the requirements for assessment. In line with the characteristics of the ideological and political education discipline and the requirements for core competencies, it emphasizes the correct political direction and a firm political stance, while highlighting the role of moral education as well as the guiding influence of socialist core values. Physics 1: Further refines the assessment requirements for \"comprehension ability,\" \"reasoning ability,\" \"analysis and synthesis ability,\" \"the ability to apply mathematics to solve physical problems,\" and \"experimental skills.\" It includes additional examples to illustrate these requirements and clarifies the specific expectations for assessing such abilities. 2. Optimize the exam content. The four elective modules specified in the current examination syllabus are Elective 2-2, 3-3, 3-4, and 3-5. The revised exam syllabus removes the content of Elective 2-2, makes the content of Elective 3-5 mandatory, while the content and scope of the other two elective modules remain unchanged; candidates may choose one of these modules to answer questions from. The four elective modules specified in the current chemistry examination syllabus are “Chemistry and Life,” “Chemistry and Technology,” “Structure and Properties of Substances,” and “Fundamentals of Organic Chemistry.” Students are required to choose one of these four modules to answer questions on. The revised exam syllabus removes the two modules of “Chemistry and Life” and “Chemistry and Technology”. Candidates may choose either the \"Molecular Structure and Properties\" or the \"Fundamentals of Organic Chemistry\" module to answer questions from. Biology 1: Some of the statements regarding ability requirements have been adjusted. For example, the phrase “focus on new advances in biology that have a significant impact and relevance to scientific, technological, and social development, as well as important events in the history of biological science” should be revised to “focus on outstanding achievements and key issues related to life sciences that have a major influence on scientific, technological, and social development.” ”2. Remove the content on \"Plant tissue culture\" from Optional 1 in the exam syllabus; add \"Determination of the quantity of certain microorganisms\" as well as \"Applications of microorganisms in other areas\" to the exam guidelines for Optional 1; adjust \"Principles and techniques of genetic engineering\" in Optional 3 to \"Principles and techniques of genetic engineering (including PCR)\".