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Before 1954, the college entrance examination was held independently by different colleges in Taiwan. Each college drafted questions and set the enrollment standard differently in accordance with its academic selection standard. In 1954, after the Joint College Entrance Examination (“JCEE”) was held for the first time, due to its merits, the Ministry of Education decided to hold it continuously. Since then, it has been held for forty-eight years and ending in 2001. In 1994, the General Scholastic Ability Test (“GSAT”) was implemented, and was held together with the JCEE. After the time of the JCEE, the Advanced Subjects Test (“AST”) was first held in 2002, ushering in the era of multiple pathways to college admission.
This research collects the questions of composition in Chinese over the years to analyze the trend of question drafting in the JCEE, GSAT, and AST. It is discovered that the trend of question drafting for composition is closely connected with news in Taiwan, but is less associated with topics in Chinese textbooks. Meanwhile, it is also found that teenagers tend to interpret these issues from their own perspectives and views given by the media. Since the subjective views of these young people are the major affecting factors of the contents of their compositions. The chanllenges which senior high school Chinese teachers face are as follows: how to use learning materials wisely to give positive views to students? How to guide senior high school students to choose appropriate materials for writing? How to promote students’ writing abilities while they are busy preparing for examinations? How to teach students to express their own emotions in writing as well as to make the contents being consistent with the titles?
As an educator, it is hoped that this thesis can provide senior high school teachers with new thinking. Because the Chinese composition will become a standalone subject from 2018, and will be named as “Chinese Writing Ability Test.” Also, the questions of composition will be drafted independently. The scores of “Chinese Writing Ability Test” and “Chinese in General Scholastic Ability Test” will be calculated together. These two subjects total to 15 grades. It is essential for senior high school students to enhance their Chinese writing skills since the score of Chinese Writing Ability Test has a great influence on students when they intend to choose majors, departments or colleges.
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