In order to actively explore and establish a comprehensive, comprehensive and diversified examination evaluation system and a scientific, reasonable and diversified college admissions system that is consistent with the implementation of the new general high school curriculum in our province, according to the "Ministry of Education on General High Schools" The relevant spirit of the "Guiding Opinions on Deepening the Reform of College Entrance Examinations in the New Curriculum Province" (Teaching [2008] No. 4, hereinafter referred to as the "Guiding Opinions of the Ministry of Education"), as well as the actual situation of the curriculum reform of ordinary high schools in our province, after carefully summarizing the "Guangdong Province" On the basis of the "General College Entrance Examination Reform Plan for Implementing New Curriculum Experiments in General High Schools" (hereinafter referred to as the "Reform Plan"), we further deepened the reform of the admissions examination system for general colleges and universities in our province and proposed the "Guangdong Province General College Entrance Examination Reform and Adjustment Plan".

1. Guiding ideology

Comprehensive implementation of the Scientific Outlook on Development will help colleges and universities select talents, help colleges and universities expand their autonomy in running schools, and help basic education implement quality education , help to implement the new high school curriculum, promote the combination of college admissions examination reform and middle school curriculum teaching reform, promote the combination of national unified examination reform and the reform of the comprehensive evaluation system for students in middle schools, and promote the combination of examination reform and college admission model reform, Give full play to the positive guiding role of the college entrance examination and actively promote the implementation of quality education and the cultivation of innovative talents in basic education.

2. Basic Principles

(1) Scientific principles. Guided by advanced educational theories and in line with the laws of education and teaching, we ensure the scientific nature of the program implementation process and results.

(2) Principle of fairness. The implementation of the plan is conducive to maintaining educational fairness and building a fair and just platform in all aspects such as subject setting, examination content, and admission implementation.

(3) Principle of comprehensiveness. Pay attention to the process and comprehensiveness of talent evaluation, meet diversified talent selection requirements and diversified college admissions system needs, and comprehensively carry out reforms in examination content and methods, student evaluation and admission methods.

(4) The principle of gradualness. Fully consider the teaching reality of middle schools and the adaptability of candidates, and gradually implement reforms in subject setting, examination content and admission methods, including short-term implementation methods and medium-term planning goals.

(5) Guiding principles. Correctly guide middle schools to implement quality education, embody the spirit of the new high school curriculum reform, reflect the overall requirements of the curriculum standards of each subject in the new high school curriculum plan, and conform to the development direction of higher education reform.

(6) Operational principles. The implementation of the plan makes the operation of examination organization, middle school preparation, and college admissions simple and intuitive, making it easy for candidates, colleges and universities, and all sectors of society to understand and accept.

3. Reform Tasks

On the basis of the "Reform Plan", strengthen the coordination of the three aspects of college admissions examinations, admissions and secondary school comprehensive evaluation, and deepen the examination methods, examination subjects and examinations Reform the content and improve admissions procedures for higher education institutions.

(1) Further deepen the unified reform of the general college admissions examination

According to the implementation of the "Reform Plan" and the requirements of the "Ministry of Education Guidance", adjust the general college admissions examination subjects, Deepen the reform of examination content. The general college admissions examination is based on ability assessment, and the examination subjects for the same admissions subject are the same. The examination content adheres to the unity of scientific, basic, contemporary and practical nature, focuses on a comprehensive and distinctive examination of students' knowledge and abilities, focuses on the examination of candidates' ability to analyze and solve problems using the knowledge they have learned, and guides innovative Talent cultivation.

(2) Establish an academic proficiency examination system for ordinary high schools and improve the overall quality evaluation system for students

Establish an academic level examination system for ordinary high schools based on the laws of talent cultivation and education and teaching, as well as the laws of examination science and talent selection. The proficiency examination system improves the student comprehensive quality evaluation system, separates the proficiency examination from the selection examination, promotes the comprehensive, healthy and individual development of students, and realizes the comprehensive, regular and comprehensive talent evaluation. Under unified requirements, the general high school academic proficiency test and students' comprehensive quality evaluation should be scientifically and reasonably conducted to ensure that the academic proficiency test and comprehensive quality evaluation are credible and available, laying the foundation for promoting the comprehensive reform of the admissions examination system for general colleges and universities in our province.

(3) Further promote the reform of the selection and admission methods of colleges and universities

Actively explore the diversification of the unified admission examination for general colleges and universities, the general high school academic proficiency test, comprehensive quality evaluation, and admissions school testing evaluation and selection methods. In accordance with the principles of hierarchical classification and step-by-step, we will gradually explore a diversified evaluation and selection method in high-level universities based on the unified admission examination of ordinary colleges and universities, the academic level examination of ordinary high schools and the combination of comprehensive quality evaluation and admission school testing to promote innovative Establish a talent selection and training model; improve the comprehensive evaluation and selection method in general undergraduate schools based on the unified admissions examination of general colleges and universities, and combine the general high school academic level examination and comprehensive quality evaluation to promote the implementation of the principle of fairness and justice; in exemplary Higher vocational colleges will gradually implement an admissions system that is based on the general high school academic proficiency examination and is combined with separate examinations organized by the recruiting schools to promote the establishment of a talent evaluation and selection model that is in line with the training laws and characteristics of higher vocational education.

4. Adjustment of the Unified Entrance Examination for General Colleges and Universities

(1) Subject Settings

The Unified Admissions Examination for General Colleges and Universities is the core of the admissions examination system for general colleges and universities. The unified admission examination subjects for ordinary colleges and universities are set as: "3+ Liberal Arts Comprehensive/Science Comprehensive". "3" refers to the three subjects of Chinese, mathematics, and foreign language. Mathematics is divided into liberal arts mathematics and science mathematics. Foreign language is any one of English, French, German, Japanese, Russian, and Spanish (the specific subjects are subject to the regulations of the Ministry of Education in that year. ). The liberal arts comprehensive includes the three subjects of ideological and political, history, and geography, and the science comprehensive includes the three subjects of physics, chemistry, and biology.

The subject combinations of the unified admission examination for ordinary colleges and universities are divided into liberal arts majors (including foreign languages, the same below), science majors, physical education majors, and art majors (including music and fine arts, the same below) according to the majors for college admissions. Same as) professional subject combination.

Examination subjects for liberal arts majors: Chinese, liberal arts mathematics, foreign languages, and comprehensive liberal arts.

Examination subjects for science majors: Chinese, science mathematics, foreign languages, and comprehensive science.

Examination subjects for sports majors: Chinese, science and mathematics, foreign languages, comprehensive science, and physical education.

Examination subjects for art majors: Chinese, liberal arts mathematics, foreign languages, comprehensive liberal arts, music or fine arts.

(2) Examination content and format

The examination contents for Chinese, mathematics, and foreign languages ??include the *** and compulsory contents of the subject curriculum standards and the Guangdong Provincial Department of Education’s "About Issuance of Guangdong The elective content specified in the "Notice on Guiding Opinions on the Offering of Elective Courses in Provincial General High Schools" (Guangdong Education Research [2005] No. 7, hereinafter referred to as Guangdong Education Research No. 7).

The liberal arts comprehensive examination content includes the compulsory course content of the three subject curriculum standards such as ideological and political education, history, and geography, as well as the elective content specified in Guangdong Teaching Research Document No. 7. The liberal arts comprehensive test paper adopts the method of combining three subjects, and there are no optional questions.

The content of the comprehensive science examination includes the compulsory course content of the three disciplines of physics, chemistry, and biology, as well as the elective content specified in Guangdong Teaching Research Document No. 7. The science comprehensive test paper adopts the method of combining three subjects, and there are no optional questions.

For the English subject examination in foreign languages, the written test paper in 2010 included listening test questions; starting from 2011, the written test paper did not include listening test questions, and the listening and speaking test was conducted separately. The written test and the listening and speaking test were conducted separately. Those who participated in the English subject examination You must take the written test and the listening and speaking test. The content and methods of examinations in other languages ??are in accordance with the requirements of the Ministry of Education.

The examination content for physical education, music, and art will be determined separately.

The specific examination content of each subject will be prepared by the Guangdong Provincial Education Examination Authority based on the "National Unified Examination Syllabus for General College Admissions (Course Standard Version)" promulgated by the Ministry of Education and announced before the examination.

(3) Results Presentation

The test results of each subject of the general college entrance examination are presented in the form of raw scores. The full marks for Chinese, mathematics, and foreign languages ??are each 150 points; the full marks for liberal arts comprehensive and comprehensive science are each 300 points. The total score of the liberal arts or science examination subject group is composed of "3 + liberal arts comprehensive/science comprehensive", with a full score of 750 points.

The full marks for the ideological and political content, history content, and geography content in the liberal arts comprehensive are each 100 points; the full marks for the physics, chemistry, and biology content in the science comprehensive are each 100 points.

In 2010, the full score of the English written test (including listening) was 150 points; from 2011, the total full score of the English written test and the listening and speaking test was 150 points, of which the listening and speaking test accounted for 150% of the total score of the English subject. 10%. In the future, I heard that the proportion of test scores in the total score of the English subject will be adjusted appropriately depending on the implementation situation. The specific requirements are stipulated in the examination syllabus.

The examination results of the Physical Education, Music, and Fine Arts subjects are presented in the form of raw scores. The full score for the Physical Education, Music, and Fine Arts subjects is 300 points each.

(4) Exam time and date

Chinese: 150 minutes.

Liberal Arts Mathematics/Science Mathematics: 120 minutes.

Liberal Arts Comprehensive/Science Comprehensive: 150 minutes.

Foreign language (written test): 120 minutes.

The specific examination dates for Chinese, mathematics, foreign languages, comprehensive liberal arts, and comprehensive sciences are in accordance with the unified requirements of the Ministry of Education. The exams for physical education, music, and art are usually held from January to March; the English listening and speaking exams are usually held from March to April.

(5) Examination Organization

The Provincial Education Examination Authority will uniformly organize the propositions, examinations, grading, performance assessment and announcement of the unified admission examination for ordinary colleges and universities. The Provincial Education Examination Authority should formulate implementation measures.

5. Establish a general high school academic proficiency examination system

(1) Subject settings

The general high school academic proficiency examination is an integral part of the general college admissions examination. The general high school academic proficiency test subjects are set in stages according to the curriculum arrangement of the general high school curriculum plan. The recently unified examination subjects are: ideological and political, history, geography, physics, chemistry, biology and other six subjects. Among them, for liberal arts and art candidates, the general high school academic proficiency test subjects are designated as physics, chemistry, and biology; for science and physical education candidates, the general high school academic proficiency test subjects are designated as ideological and political, history, and geography. .

According to the actual situation of the implementation of this plan and the spirit of relevant regulations of the Ministry of Education, the subjects of the general high school academic proficiency examination will be gradually added.

(2) Examination content and format

The examination content of each subject of the general high school academic proficiency examination, including the *** compulsory content of the curriculum standards of each subject and the Guangdong Teaching Research No. 7 document The designated elective content appropriately reflects the diversity of candidates' learning content and reflects a certain degree of selectivity. In the near future, all multiple-choice questions will be used, and other question types will be gradually added in the future.

The specific examination content of each subject will be compiled by the Guangdong Provincial Education Examination Agency and announced before the examination.

(3) Results Presentation

The full score of each subject in the general high school academic proficiency test is 100 points. The results are announced using grade points. The published results of each subject are divided into A and B. , C and D four grades. After each exam, the Provincial Education Examination Authority will perform annual equivalent processing based on the exam results and convert the paper scores into grade points. The relationship between the scores and grades of each subject: 100 points - 85 points are divided into grade A, 84 points - 70 points are divided into grade B, 69 points - 50 points are divided into grade C, 49 points - 25 points are divided into grade D, 24 points and below No grades are given.

(4) Examination time

The general high school academic proficiency examination is completed before the end of the first semester of the third year of high school, and the examination time for each subject is 90-100 minutes. Ordinary high school students can apply for the exam twice during their high school studies and will no longer take the academic proficiency exam after graduation.

(5) Examination Organization

The Provincial Education Examination Authority will uniformly organize the propositions, examinations, grading, performance evaluation and announcement of the results for the general high school academic proficiency examination. The Provincial Education Examination Authority should formulate implementation measures.

6. Improve the implementation method of comprehensive quality evaluation

Comprehensive quality evaluation is an important part of implementing the national talent training goals and reforming the talent selection methods of colleges and universities.

According to the relevant requirements of the "Notice on Issuing the "Comprehensive Quality Evaluation Method for Ordinary High School Students in Guangdong Province (Trial)" (Guangdong Education Research [2006] No. 10), further improve the comprehensive quality evaluation system for ordinary high school students and gradually establish a comprehensive quality evaluation Integrity level recognition mechanism. By formulating practical assessment methods and methods, standardizing and improving the content, standards, methods and procedures of assessment, and strengthening the system construction of publicity, supervision, appeals and other aspects, we can ensure that the comprehensive quality assessment truthfully reflects the characteristics, specialties and learning potential of candidates. Continuously improve the credibility of comprehensive quality evaluation. The Provincial Education Examination Authority has formulated specific measures to express the comprehensive quality evaluation content in realistic writing and record it in the electronic files of candidates by item, providing a true, comprehensive and reliable basis for merit-based admissions to colleges and universities.

7. Gradually improve the way candidates fill out their application forms

Improving the scientific and reasonable way of filling out application forms is the basis for ensuring fairness and justice in college admissions. The Provincial Admissions Committee, on the basis of summarizing and improving the application methods such as filling in the application in sections, filling in the application twice in batches (public collection of volunteers), and announcing the scores after the examination, in accordance with the relevant regulations of the Ministry of Education and in conjunction with the province Exam plans, enrollment plans and other actual conditions, actively explore volunteer application methods that will help candidates apply for suitable colleges and universities, reduce selection risks, increase selection opportunities, and improve candidates' volunteer satisfaction.

8. Establish an admissions model with multiple evaluations

The admissions method for ordinary colleges and universities is the focus of the admissions examination system. Based on the unified admissions examination, combined with high school academic proficiency examination, students' comprehensive quality evaluation, admissions school testing and other methods, students will be comprehensively and comprehensively examined. According to the requirements of colleges and universities of different levels, types and characteristics, admission conditions and admission methods shall be set at different levels and categories.

(1) Determination of admission conditions

1. According to the educational level of ordinary universities and based on the academic proficiency test scores of ordinary high schools, the admission qualifications for majors in ordinary universities are set by subject.

Necessary conditions for admission to the first batch of general majors in undergraduate colleges: liberal arts candidates must take the academic proficiency exams in the three disciplines of physics, chemistry, and biology according to the designated subjects of the general high school academic proficiency exam. And the scores in the three subjects must reach C grade or above; science candidates must take the academic proficiency examinations in the three subjects of ideological and political, history, and geography according to the designated subjects of the general high school academic proficiency test, and the scores in the three subjects must reach C level and above.

Necessary conditions for admission to general majors in the second batch of undergraduate colleges (including the second batch of A and B colleges): liberal arts candidates must take the specified subjects in the general high school academic proficiency test. The academic proficiency examinations in the three subjects of physics, chemistry, and biology are all graded, and at least two of the examination scores reach grade C or above; science candidates must take the ideological and political subjects according to the designated subjects of the general high school academic proficiency examination. The academic proficiency examinations in the three subjects of , history, and geography were obtained and graded results were obtained, and at least two of the examination results reached Grade C or above.

Necessary conditions for admission to general majors in the third batch of vocational colleges (including the third batch of A and B colleges): liberal arts candidates must take the specified subjects in the general high school academic proficiency test. The academic proficiency examinations in the three subjects of physics, chemistry, and biology have all obtained grade scores, and at least one of the test scores has reached grade C or above; science candidates must follow the designated subjects of the general high school academic proficiency examination, and participate in ideological and political, The academic proficiency examinations of history and geography have all been graded, and at least one of the examination scores has reached grade C or above.

Necessary conditions for admission to each batch of art majors: Candidates must take the academic proficiency examinations in physics, chemistry, and biology according to the designated subjects of the general high school academic proficiency examination, and have at least two subjects Achievements of D grade or above.

Necessary conditions for admission to each batch of sports majors: Candidates must take academic proficiency exams in the three subjects of ideological and political, history, and geography according to the designated subjects of the general high school academic proficiency exam, and have at least two The subject score reaches D grade or above.

If a candidate takes the general high school academic proficiency test twice or more in the same subject, the higher grade will be obtained.

Ordinary colleges and universities can independently determine the admission standards for academic proficiency examination scores based on the requirements of professional training objectives and within the necessary admission qualifications specified by various types of colleges and universities.

2. The minimum control score for admission is determined based on the results of the Unified Admissions Examination.

Within the scope of admission qualifications for colleges and universities at all levels and types, the Provincial College Admissions Committee will determine the total scores of the four subjects of the Unified Admissions Examination based on the enrollment plan for liberal arts, science, sports, and art. The minimum control scores for each batch of admissions to liberal arts and science majors are demarcated in proportion; the minimum control scores for each batch of admissions to sports and art majors are delineated according to a certain proportion based on the total scores of 4 subjects and technical scores.

3. Comprehensive quality evaluation can be used as a basis for admission or withdrawal from colleges and universities.

(2) Admission Implementation Methods

1. Implementation measures for admission to high-level universities under national key construction.

High-level universities under national key construction are generally based on the unified admission examination results of ordinary universities, combined with the academic level examination grades of ordinary high schools and comprehensive quality evaluation for selective admissions. At the same time, we should actively explore diversified admission methods that combine unified admission examinations for general colleges and universities, general high school academic proficiency tests, comprehensive quality evaluations, and admissions school tests. This should not only reflect the fairness of the college admissions system, but also promote the selection and selection of innovative talents. The formation of the cultivation mechanism.

2. Implementation Measures for Admissions to General Undergraduate Colleges.

Generally, undergraduate colleges and universities use the unified admission examination results of ordinary universities as the main basis, and combine the academic level examination grades of ordinary high schools and comprehensive quality evaluation to conduct selective admissions. Ensure the fairness of the admissions system for colleges and universities.

3. Implementation Measures for Admissions to Higher Vocational Colleges.

Gradually promote the reform of admissions methods for higher vocational colleges. National model higher vocational colleges implement an admissions method that combines the academic proficiency test scores of general high schools with the professional basic knowledge and skills test scores organized by the enrolling school; general higher vocational colleges mainly use the unified admission test scores of general colleges and universities, combined with the scores of general high schools. Selective admission will be made based on the academic proficiency test grade and the overall quality evaluation of the candidates. In the future, conditions will be created to actively explore and strive for all higher vocational colleges to implement a merit-based admission method based on the academic proficiency test scores of ordinary high schools, combined with the professional basic knowledge, skills test scores organized by the recruiting school, and the overall quality evaluation of candidates.

4. The Provincial Admissions Committee Office formulates specific admissions operation rules based on the above implementation measures and the specific requirements of the Ministry of Education.

9. Implementation Time

This plan will be implemented in the admissions examination of ordinary colleges and universities starting from 2010. The general high school academic proficiency test has been implemented since 2009. The specific methods for non-ordinary high school graduates and former students to take the ordinary high school academic proficiency examination will be announced by the Provincial Education Examination Authority.

10. Safeguard Measures

(1) Strengthen leadership to ensure the smooth implementation of the college entrance examination reform plan

The reform of the college entrance examination is a complex systematic project. It is related to the vital interests of the broad masses of the people, to human development, and to the harmony, stability and development of society. Educational administrative departments at all levels must recognize the new situations and tasks faced by the reform of the general college entrance examination, raise awareness from the perspective of putting people first and promoting the construction of a harmonious society, handle the relationship between reform, development and stability, and effectively strengthen the organizational leadership of the college entrance examination reform. Strictly follow the requirements of the college entrance examination reform and adjustment plan, carefully study the new problems and new situations that arise during the implementation of the college entrance examination reform and adjustment plan, properly resolve the difficulties and hot issues encountered during the implementation, and be highly vigilant and eliminate anything that damages social stability and the college entrance examination reform. to ensure the implementation of target responsibilities, policy regulations, and work measures, and ensure the smooth implementation of the college entrance examination reform and adjustment plan.

(2) Strict organization, actively and steadily promote the reform of the college entrance examination

The college entrance examination reform adjustment plan has many reform measures, strong intensity, heavy tasks, and high requirements. It must be promoted steadily to ensure the admissions examination work Smooth implementation.

Educational administrative departments and admissions examination agencies at all levels must clarify their responsibilities, organize tightly, form a unified and efficient work operation mechanism, carefully formulate scientific work plans, improve supporting implementation methods and management measures, and actively coordinate the forces of all parties to ensure that everyone The reform and adjustment requirements have been implemented.