Introduction
In recent years, the most significant change in the subject matter of gokuvin's speech has been the shift from “teaching examination” to “visibility”. After 2023, the subject of terminological interpretation was changed from a cultural commons test to a comparison between the text and the meaning of the term in the teaching materials. The logic of subjective question-and-answers began to imitate the exploratory questions of the “unit study mission” of the teaching material, and the selections also expanded from a single historical figure to a composite presentation of a plurality of statutes. These changes send a clear signal that textbooks are fundamental to learning, that the points of reference are derived from teaching materials, and that the idea of the answer is implicit in learning them。
However, much of the current research has focused on surface-level linkages such as word-dialysis and sentence analysis, and there has been insufficient excavation of the deep cultural content of teaching materials, and some studies have ignored the creation of differences between teaching materials and advanced examinations, making it difficult for students to apply the knowledge they learn in a flexible manner in practical trials. In this context, the study proceeds from the perspective of the “protocol of teaching materials” - the so-called “protocol of teaching materials” - which refers to the knowledge modules, thinking models and capability elements contained in the teaching materials that can be used as a direct basis for or migration from high-level examinations. It is through the visualization and systematization of the “protocol of teaching materials” - that the system decodes the ten-year evolution features of the selected texts and topics and proposes strategies for targeted consideration。
Ii. Mechanisms for the in-depth linkage of the pilot issue to educational materials
In the course of the decade, the link between the goku text and the compilation of teaching materials has moved from “hidden penetration” to “obvious binding”. This linkage is reflected mainly at three levels。
(i) visibility: terminological issues directly echoes the pedagogic notes
The change in the subject of terminological interpretation (no. 11) is the most intuitive manifestation of the terminological orientation of the “teaching examination”. Prior to 2022, the subject was studied in the general culture of ancient times and was dominated by isolated knowledge outside of school. Since 2022, there has been a substantial shift in the topic from a cultural perspective to a comparison of the text with the meaning of the text in the teaching materials. After 2023, this pattern of in- and out-of-school linkages became more mature and permanent。
Using the 2025 national volume as an example, question 11 is directly related to several texts such as the “lesson de l'observation de l'observation de l'observant de l'observation de l'amour” and the “study de l'observe du biwa”, the “ligue de l'observe de l'observatoire” and chen xian, which require candidates to judge the meaning of the words in the selection and whether their use is consistent with those in the teaching materials (note: the above pages are organized on the basis of the actual version of 2025, which is circulated on the internet and is ultimately subject to the official publication of the education examination college of the ministry of education). This feature is also reflected in the new 2024 edition of book i, which relates the four options of question 11 to the four texts of "i'm a peacock south-east fly " , "erin says, "the vertebrate " , which "is located in an examination of students' ability to acquire and migrate knowledge in the course"。
It is worth noting that this connection is not a simple synonym, but rather covers the plurality of the term, its use, its use, and its ancient meaning. The test requires that the examination examine the difference in meaning between the actual words in the selection and the same words in the teaching material, or judge which sentence is the same in the selection. This means that candidates will have difficulty dealing with such topics if there is a lack of systematic knowledge of the textual notes to the teaching materials. In other words, the test question achieved a return from what to what to teach to what to teach to what to teach to what to teach — the pedagogic commentary became the “prototype library” of the test。
(ii) inhibitive linkages: response to the logic of asking questions and the module development mission
If the connection between the subject of the explanation of words is obvious and direct, then the logic of the question of subjective condensed answers (question 14) reflects the implicit dimension of the examination. In recent years, subject-matter propositions have begun to imitate the exploratory approach in the “modular study mission” of the teaching material。
Question 14 of the country's first volume in 2025, “talk your awareness”, has a similar approach to the search logic of the unit study mission, which is part of the optional second module of the book (the first qin's essay), designed to guide students to personalized reading and in-depth thinking on the basis of detailed text reading. This way of asking questions breaks down the limitations of traditional literature reading only to examine the extraction of information and requires students not only “read and understand”, but also “read and read”。
In 2023, the subject of reading in the national volume of the high court was “contacted closely with the content of the package of teaching materials, responding to the subject of learning in the modules, strengthening the relevance of teaching materials and highlighting the consistency of the examination”. The design of this implicit connection examines both the student's ability to understand the text and the student's mindset in everyday learning。
(iii) systemic linkages: from “single points” to “multi-dimensional integration”
A salient feature of the new 2024 edition of book i is that there are at least 10 explicit or hidden links to textbooks in the system. This shows that the “teaching examination” has moved from a fragmented knowledge point to a systematic, multidimensional integration — all of which can be found in educational materials — in words, fiction, phrases, intellectual content and writing techniques。
This systemic connection requires students to review and prepare for the examination to develop a complete knowledge network, rather than to remember in isolation a number of “take points”. More importantly, it forces daily teaching to move from “teaching materials” to “teaching with teaching materials” — teachers need to help students discover the intrinsic links between the contents of teaching materials and to extract “prototype” knowledge of migrating value。
Iii. Declation of “pretocols of teaching materials”
Based on the grasp of the above-mentioned linkage mechanisms, this section is based on four dimensions of actuality, fiction, phrase, cultural common sense, specifically decoded as the “textbook prototype” of the high court text。
(i) retroactivity of teaching materials on the prototype of the actual word
1. Distribution of hf actuals in teaching materials
The high-frequency rhetoric in gokuvin's text is often a central consideration of the subject, and there is a close link between its distribution and the contents of the teaching materials. A statistical analysis of the question of years of high examination reveals that some of the actual words, such as “one, one and the other”, appear more frequently in teaching materials and are more concentrated in classics. For example, in the qin essays like monko, the word “the” is used very frequently as a proxy or as a proxy, while in the chronology literature, such as historic han, the word “its” is used particularly to denote a dependency or a third person。
Further research shows that the distribution of hf actuals in teaching materials is not even, but rather that there is some concentration. In the case of the " show of the masters " , for example, these two articles have been selected in several editions of educational materials, such as the words “imams, his majestys, aldicarb” which are not only high-frequency but also have deep cultural connotations. These statements are examined in a variety of ways, ranging from the question of direct interpretation to the question of translation in terms of language understanding. An in-depth study of the location and frequency of high-frequency words in the teaching materials will help students to build a solid language base。
2. Linkage of factual examination to the interpretation of teaching materials
The examination of the facts of the goku text is often based on the interpretation of the material, but it is expanded and deepened. A comparison of the subject of high examinations with the contents of the teaching materials in recent years reveals that many of the actual terms are highly consistent with the notes in the teaching materials, but there is also a degree of extension or distortion. For example, the term “because” is often interpreted in teaching materials as “by means, by reliance”, while in the case of advanced examinations, the reference to “so is and is” also appears frequently, requiring students not only to have the basic interpretation in teaching materials, but also to have the ability to extrapolate terminology according to the context。
In addition, when designing the subject of a fact-finding exercise, high-level candidates often deliberately avoid the original sentence in the teaching materials and test the mobility of students by creating new contexts. For example, in a year of advanced examinations, the test students were asked to explain the meaning of the word “is”. Although the sentence is not derived directly from the teaching materials, the word “is” is used as a synonym to indicate that the use of the continuity relationship has been repeated in the teaching materials, and candidates are able to respond accurately if they are able to make flexible extrapolations in conjunction with the knowledge of the materials. As a result, there is a strong link between the examination of the facts and the interpretation of the material, and a degree of innovation and integration is reflected。
(ii) retroactivity of teaching materials in the false prototype
1. The expression of fiction in teaching materials
Fiction is an indispensable grammatical component of the text, which is used in a flexible and diverse manner and holds an important place in the examination. A fine-tuning of the contents of the teaching materials reveals that the valedictorian words of the high examination are well used and have a strong regularity of function and relevance. For example, the word “no” may be used in teaching materials either as a proxy for a person, thing or thing, or as an aid for the abolition of the independence of a sentence between the principals, while the word “never” is used at the end of the sentence to express doubts or exaggerate, a use that is particularly typical in classic literature such as the monument。
Further analysis shows that the specific use of the false words is closely related to the structure of the sentences in which they are used. For example, in the judgement, the word “person” is usually located behind the main words, and acts as a tic-ton, as is the case for the phrase “the strong qin are both of us because he is afraid to join the army” in the zhao, and the word “person” in the final phrase is used to mark the relationship between the central language and the qualifier, as is the case for the phrase “the strength of the arm”. These examples not only demonstrate the multiple functions of fiction but also provide intuitive linguistic support for students to understand their grammatical meaning。
2. Falsifying the migration of teaching materials
The examination of false words in higher examinations is not limited to the original sentence in the teaching materials, but focuses more on testing the ability of students to migrate their knowledge. The subject is often regrouped and extended by changing context or sentence structure. For example, a year of advanced examination quoted a material from the qualifications of qualifications, in which the word “although” was used to guide the compromise phrase to mean “even if”. Although this use is not explicitly mentioned in the teaching materials, it is not difficult for candidates to arrive at the correct answer by analogy with the similar structure of “negligible” in the tsao war。
In addition, the high-end test is well placed to use both the rhetorical and the classic phenomenon to set up traps to examine students ' ability to identify. For example, the word “minor” may be used in teaching materials as a proxy for “here, here” or as an expression of statements or doubts. In a given year of advanced examinations, the word “good” is placed in a complex phrase requiring candidates to judge its specific functions. This approach requires not only that students have a good knowledge of the basics in teaching materials, but also that they have a strong sense of logic and language analysis。
(iii) retroactivity of sentence prototype teaching materials
1. Presentation of special sentences in teaching materials
The special phrase is an important test for reading in goku, and its types include judgement sentences, passive sentences, omitted sentences, backwards sentences, etc. A systematic combo of the content of educational materials reveals that these special sentences are widely distributed in the classics and each has its own unique language symbols and expressions. For example, the sentence is often marked by the words “the person ...” or “yes, yes, yes”, as in the case of the “subfather, van jing, too”, in the case of the hongmen feast, and the passive sentence is often characterized by structures such as “see, be, be”, as in the case of the “belief, doubt, loyalty, disproved”。
The omission and reloading of sentences are equally frequent in teaching materials. The omission often omits the main words, the guest language or the medium, such as “chu guo jian, the defect, the blessing of the day” in the qin teacher of the candles; the inverted sentence includes many forms, such as “no self-confidence” in the zhao zi wang zi zi zi zi zi zi zian zi zi zi zi zi zian zian zi zi zi zi zian zi zi zi zi zi zian zian zi zi zi zian zi zi zi zian zi zhu, and belongs to the vanguard of the bean. These examples provide a sufficient basis for the high-level examination。
2. Qualitative approaches to learning materials
There is a close link between the examination of the special sentence and the content of the educational material, and there is also some innovation and integration. On the one hand, much of the examination in the question of the high examination stems from the classics in the teaching materials, but makes it more challenging by changing the context or reordering it. For example, a year of advanced examination quoted a material from the three nations, which contained a guest prefix “what to know”, requiring candidates to translate and analyse the character of their sentences. Although the sentence does not come directly from the teaching materials, its structure is very similar to that of kings of yan, as in the "presentation of integrity"。
On the other hand, it is also good to take a deeper look at the sentences in the teaching materials by deforming or expanding them. For example, the phrases after the words are usually in the form of “centre + + term + person” in the teaching materials, as in the “teacher's word” for example. However, in a given year of advanced examination, the subjecter reduced the structure to a "centre + term + person" and deleted the word "the" thereby making it more difficult for candidates to identify. This approach requires students to be skilled in the basics of the teaching materials, along with strong sentence analysis and inference。
(iv) retroactivity of educational materials on the prototype of cultural literacy
1. Sources of cultural literacy points in teaching materials
The cultural literacy points in the literature of the high court are an important part of the examination of students ' traditional cultural literacy, covering a wide range of aspects such as ancient official positions, the ceremonial system, and historical titles. These cultural commons are mostly derived from the specific context of the classics and are described in detail in the explanatory notes. For example, the names of officials, such as “too much, too much”, referred to in the statement, as well as the terms “your majesty, your majesty”, referred to in the list, are concrete expressions of ancient bureaucracy and ceremonial systems。
In addition, the teaching materials contain a wealth of cultural commons that are closely related to the life of ancient societies. For example, the lantin sequencing describes the humanistic events of the eastern junction, which involve the traditional festival custom of “torture also”, while the red sea fountain refers to the “autumn of the autumn in july”, which is a typical example of the calendar year of the ancient calendar. These provide intuitive material for students to understand ancient cultures。
2. Deepening of educational materials through cultural literacy tests
The examination of cultural literacy is not limited to the intellectual memory of the material's surface, but focuses more on deepening and expanding its content. By creating new contexts or by combining text-specific content, the subject-matterers often repackaging cultural common sense points in educational materials, thus creating more comprehensive subjects for examination. For example, in a year of advanced examinations, reference was made to material from the old tang book, which referred to the ancient official appointment ceremony of “honoring”, requiring candidates to explain its specific process and symbolic significance. While the process of “honoring” is not described in detail in the teaching materials, it is not difficult for candidates to arrive at the right answer if they can reason in a similar context, such as “in the middle of the line”。
In addition, high-level examinations are useful for cross-text-linking cultural literacy in teaching materials. For example, a year of high-level examinations compares the subject of "schret libertés" with the one of "standlers" in the hans suwu, requiring candidates to analyse the similarities and differences and the political and cultural background behind them. Such an approach requires not only that students are skilled in the basics of the teaching materials, but also that they have greater capacity to integrate and migrate。
Iv. Ten-year evolution of the content of selected texts
If the link between the subject and the teaching material is a question of “how” then the change in the content of the selection is a question of “what”. Between 2016 and 2025, there were significant structural changes in the sources, shape and themes of the texts of the high court。
