【正文】 畢業(yè)論文. ThesisThe Analysis and Suggestions on the Reform ofthe College English Test . Candidate: Lu ShaohuaAdvisor: Lai PeiquanForeign Language DepartmentJiaying UniversityJune 3, 2008vAcknowledgementsI hope to express my thanks and appreciation to my advisor, Mr. Lai Peiquan, whose careful reading has been invaluable to me through my thesis writing. His useful suggestions were helpful to me from choosing my topic to finalizing my thesis writing. My thanks should also be given to all the teachers who have taught me all my courses. Without their enthusiasm and supports, this thesis would not have e out. I am also grateful to my classmates, group members and roommates for their psychological supports and encouragements. In particular, I gave my thanks to Li Weixian, who not only helped me to find some information, but also gave me many suggestions to revise the thesis, and Chen Xian and Li Yu, who helped me keep in touch with my advisor fluently when I was in trouble.Abstract The College English Test (CET) administered by the Ministry of Education of China is a nationwide standardized test. It is a test aiming at evaluating college students’ English capability. Although it has been changed and reformed for many times since 1984, only a little progress has been made. Half of college students has learned English several years and passed the nationwide standardized test－CET before finishing school, but nearly most of them cannot use this language tool in their daily lives. Thus，based on this situation, this thesis mainly analyzes the high schools’ teaching materials and the CET testpaper in order to find out the advantages and disadvantages about the test. At the same time, some English experts’ views on CET’ reform are stated. And the author also quotes the survey about college students’ preparations for CET which was done by the professor Li Zewei from Foreign Language College, Ningbo University. At last, this thesis advocates some solutions and suggestions on CET.Key Words: CET’s reforms teaching materials reforms on testpaper views and preparations solutions摘 要 大學(xué)英語自1984年起，設(shè)立了大學(xué)英語四六級(jí)考試，用以評(píng)定學(xué)生的英語水平。到21世紀(jì)的今天，進(jìn)行了多次教材及大綱的改革，可是成效卻不見明顯。出現(xiàn)現(xiàn)代大學(xué)生學(xué)習(xí)英語多年，超過半數(shù)的學(xué)生通過了大學(xué)英語四級(jí)考試，甚至是六級(jí)考試，可是卻不能滿足日常生活的需要。基于以上情況，本論文將對(duì)大學(xué)英語教材及考試題型做了一定的分析，尋求新舊大學(xué)英語四六級(jí)考試在教材,本文還搜集了部分英語專家的意見及通過對(duì)寧波大學(xué)的問卷調(diào)查,分析現(xiàn)代大學(xué)生在準(zhǔn)備這個(gè)全國(guó)性的大學(xué)四六級(jí)考試的一些情況，最后為大學(xué)英語四六級(jí)提出了一些建議及解決辦法。關(guān)鍵詞：大學(xué)英語四六級(jí)考試改革 教材 考試題型改革 看法和準(zhǔn)備情況 解決辦法Contents Acknowledgements…………………………………………………..…….…………iAbstract (English)………………………………………………...…………………...iiAbstract (Chinese)……………………………………………….……..……………..iii1. Introduction………………………………………………………..……………….12. Matters on the teaching materials ………………………..……….….………….…2 The situation of teaching materials……………….………………...………..…2 Characters of the teaching materials..………………………………….…….…3 Analysis of the teaching materials………………………….……............3 The reform on testpaper…………………………………….…...…..….6 3. 3. Views of teachers and college students………………..…..…………...….…....10 View of teachers…………………………….……………………..…….….…10. View of college students……………………..……...….…………....…….....11. Preparations of the college students……………………………………….…124. Suggestions on CET………………………………………………..……..………165. Conclusion…………………………………………………….……….............….18References…………………………………………………………..……………………..……..19畢業(yè)論文（設(shè)計(jì)）The Analysis and Suggestions on the Reform ofthe College English Test 1. IntroductionThe College English Test (CET) administered by the Ministry of Education of China is a nationwide standardized test, aiming at an objective assessment of English proficiency of Chinese college students and an effective feedback for college teachers to improve their classroom teaching. (Aiping Guo, 2006) It is divided into two kinds for the convenience of grading College English teaching: College English Band Four (CET4) and College English Band Six (CET6), each of which held twice each year. As a teachingcriterionrelated and studentlevelreferenced test, it has been playing an active role in the improvement of English proficiency since the execution of the first CET4 in Sept., 1987 and the first CET6 in Jan., 1989. CET4 and CET6 are the authoritative examinations on evaluating college students’ English proficiency. For a long time, Chinese professors and college students have regarded them as the only tests to prepare and implement. From 1987 to 2008, the rise of the examinees in the number should be attributed to many factors, among which two factors play a leading role. One is the pulsory policy adopted by most of the universities and colleges in China. They laid down a rule that failing to pass CET4 means that a college student cannot get his/her bachelor degree and failure to pass CET6 means that he/she cannot get his/her second bachelor degree or master degree. The other, the more important one, is that its certificate has bee a necessity in one’s application for a job. Lots of panies and factories take it as one of the prerequisites for one to be employed, even though English is not in use there (Chang, 2005). In January, 2005, the Ministry of Education announced a reform on the College English Test: The certificates are changed into the report cards and the CET will not connect with bachelor’s degree. After reading this announcement, a lot of college students are quite joyful, for they will not be oppressed by the tests any longer. At the same time, a representative of Education Department also hopes that the society won’t think highly of the marks of CET4 and CET6. However, the facts in the last three years show that CET4 and CET6 are still the most authoritative English examinations in China. In a matter of facts, does a college student have a good mand after passing CET4 and CET6 test? What measure is most useful to