JOURNAL OF EAST CHINA NORMAL UNIVERSITY Educational Sciences No. 3 2018 DOI 10. 16382 /j. cnki. 1000-5560. 2018. 03. 002 * 200062 2014 2014 3 + / 3 + 2 3 + 2 * VHA150003 13

2018 3 150 150 150 1 1 1 130 130 130 120 120 120 6 9. 44 22. 42 22. 85 20. 15 12. 49 16. 15 2 2 150 14

2014 70 40 30 10 D A + 45% 2017 23% 0. 65 0. 75 92 50 103 50 242 73 60 70 2017 1889 433 433 298 68. 8% 57 13. 2% 2% 2% 15

2018 3 2014 2017 129 2015 90 2016 40 2016 12 70 80 2016 2014 47. 7% 2015 38. 9% 10 2017 2017 20% self - defined fact Fischer 2003 p. 69 Dunn 2004 pp. 71-73 2017 16

16 17 18 19 20 R. M. Solow 1988 E. F. Denison 2010 2013 1978 2011 25. 10% 25. 63% 49. 27% 50% 2010 50% 2015 55. 3% 2016 2017 2016 56. 2% 60% 17

2018 3 3 6-7 0-3 37 2017 1096 1 75 100% 2 85 415 37. 9% 337 30. 7% 222 20. 3% 2015 30 1% 50 15 3-6 10 0. 75 0. 65 18

450 20% 19

2018 3 1999 3 + 2 79. 3% 2000-2001 80. 1% 80. 2% 2003 3 + 1 + 1 6 2 9 1 1 2003-2007 2 2 2003 35. 16% 23. 42% 34. 81% 2. 18% 58. 58% 36. 99% 95. 57% 2004 41. 35% 23. 81% 29. 90% 2. 10% 65. 16% 32. 00% 97. 16% 2005 43. 18% 21. 14% 28. 67% 4. 40% 64. 32% 33. 07% 97. 40% 2006 41. 00% 15. 17% 33. 95% 8. 88% 56. 17% 42. 83% 99. 00% 2007 37. 11% 12. 79% 38. 13% 10. 65% 49. 90% 48. 78% 98. 68% 1 80% 60% 2006 2007 50% 2008 2 2 2008-2016 2 2 4 2008 34. 55% 20. 03% 29. 47% 14. 55% 54. 58% 44. 02% 98. 60% 2009 33. 10% 20. 82% 28. 44% 13. 96% 53. 92% 42. 40% 96. 32% 2010 25. 61% 21. 83% 27. 44% 16. 62% 47. 44% 44. 06% 91. 50% 2011 28. 63% 27. 56% 25. 79% 13. 34% 56. 19% 39. 13% 95. 32% 2012 31. 79% 29. 01% 22. 74% 10. 80% 60. 80% 33. 54% 94. 34% 2013 32. 21% 30. 69% 22. 38% 9. 04% 62. 90% 31. 43% 94. 33% 2014 30. 79% 31. 21% 23. 75% 8. 69% 62. 00% 32. 44% 94. 43% 2015 29. 84% 30. 96% 25. 45% 8. 46% 60. 80% 33. 91% 94. 71% 2016 27. 48% 32. 01% 24. 91% 9. 04% 59. 49% 33. 95% 93. 44% 2 53% - 63% 2010 2003-2007 58. 8% 2008 57. 6% 2013 53. 40% 2014 57. 7% 2015 62. 7% 2016 62. 9% 2015 63. 3% 20

90 5% A + 5000 20000 70 A + 70 3 A 67 B + 64 B 61 B ABCD C 5% 70 30 6 5% 70 15% 67 25% 64 2017 2 5 21

2018 3 2016 2016 2016 4 1 20 35 6 3 20 16 15% A ETS 22

B B 8% A + 12% A + 10% A + 10% A + 5% 0. 8 8% - 10% A + 2013-2017 6. 5 6. 5 6. 5 6. 5 23

2018 3 1 1 3 20 19 X 3 2. 2015-02 - 04. 2017 655. 1.. 2017-10 - 18.. http / /www. jfdaily. com /news / detail id = 68450.. 2016-12 - 06.. http / /www. sohu. com /a /120812272_559574.. 1988.... 2016-05 - 10.. http / /china. cnr. cn /ygxw /20160510 /t20160510 _ 522100581. shtml.. 2010.. 2 34-39. Dunn W. N. 2004. Public policy analysis An introduction 3rd edition. New Jersey Pearson Prentice Hall. Fischer F. 2003. Reframing public policy Discursive Politics and Deliberative Practices. Oxford Oxford University Press. 24

JOURNAL OF EAST CHINA NORMAL UNIVERSITY Educational Sciences No. 3 2018 Exploration in Reform Context Improving Gaokao System with Chinese Characteristics YUAN Zhenguo Faculty of Education East China Normal University Shanghai 200062 China Abstract Gaokao National College Entrance Examination in China has been changing since its resumption in 1977. Guided by the principles of voluntary application and merit-based admission the Gaokao system with Chinese characteristics values Chinese examination tradition and cultural psychology as well as celebrates the orientation towards modernization and future. The system has greatly improved through continuous reform explorations involving the change from the state-level organizing of national examination to the provincial from Gaokao once a year to twice a year from paper-based testing and enrollment to computer-based from one-size-fit-all examined subjects to personalized selection scenario. In addition the undifferentiated examination has shifted to a differentiated one targeting various types of higher education institutions and the enrollment policies now focus on applicants comprehensive qualities rather than their examination results a- lone. Keywords Chinese characteristics system of Gaokao new Gaokao More Emphasis on Science Subjects in Gaokao Reform KE Zheng Faculty of Education East China Normal University Shanghai 200062 China Abstract Some science subjects like physics and chemistry played an important role in China s early Gaokao system. However in new Gaokao the importance of science subjects has been greatly weakened which has become a great concern. It s understood that China s development has a lot to do with science education. Nowadays the number of registered students for science examination has decreased significantly. The main reason is that unscientific scoring methods have put those students at a disadvantage. Solutions to this problem are sought by different stake-holders. Based on its analysis of the advantages and disadvantages of these solutions this paper argues that considering the current Gaokao s policy framework three measures should be taken to solve this problem. Keywords Gaokao reform science subject scoring methods optional examination subject Scientific Literacy Development in CEE Context Dilemma and Solution A Case of CEE Reform in Jiangsu JU Qin ZHANG Lan Jiangsu Provincial Education Examination Authority Nanjing 210024 China Abstract Scientific literacy a reflection of national overall strength is essential for the national implementation of innovation for development. K-12 science education is a main channel to develop scientific literacy and the college entrance examination CEE has a guiding effecton K-12 education. Based on the practice of CEE in Jiangsu province this article analyzes the utilitarian tendency in the current CEE model which 166