【文章內(nèi)容簡(jiǎn)介】 nstance, “page” is only showed the meaning “l(fā)eaf”, but without its practical and familiar meaning “paging”, “pager”. To sum up, the high school’s vocabulary should match with the newest technology information for college students and the demand of their munication. The reform of the testpaper In order to overe the negative effects of CET such as testoriented learning, cheating and irrational hooking between one’s test certificate and diploma, the recent reform chiefly focuses on the management system , scoring and testreport. The former scoring system used in CET is 100 as full mark and 60 as pass, and two types of certificates are awarded: fair (60 to 84) and excellent (85 and above). New scoring system, started from June, 2005 is 710 as full mark, ranging from 290 to 710. It changes the present situation that teaching and learning effect is assessed simply by the passing rate. No certificate with fairness and excellence is awarded, instead each examinee will receive a test report ranging from 290 to 710 and his/her corresponding mark of each section. The reform on the scoring and test report will facilitate teaching, changing the present situation of unreasonable parison between different colleges, and facilitate learning, helping students out of the pressure from the job market and graduation.The second reform is reflected on the contents of the test itself. Compared with the present test, the new one increased the proportion of listening prehension and nonselective items, and fast reading parts are added. The new test consists of four sections: listening prehension, reading prehension, prehensive testing and writing (Jan., 2005). The proportion of the first section increases from 20% to 35%, and the listening materials are chosen mainly from authentic dialogues, lectures and broadcast / TV programs. On the contrary, the proportion of the second section decreased from 40% to 35% since the basic requirement of “College English Teaching Syllabus” has shifted its attention from readingcentered learning to listening and speaking. The third section (15%) poses of two subsections: cloze/error correction and essay questions based on a short passage or translation from Chinese to English. The last section, writing, remains unchanged both in its proportion and its requirement. Table 1 and table 2 are the parisons between the tests before and after the reform in terms of the tested contents, types of question and proportions.Table 1 The former CET4 and CET6Components ContentsTypes of questionsProportionSection 1: listeningdialoguesshort passages: prehensionor dictationmultiple choicemultiple choicedictation20%Section 2: reading reading prehensionmultiple choice40%Section3:vocabulary amp。 structure vocabulary prehension amp。grammar structuremultiple choice15%Section4:prehensive testingclozeor error correctionor questionsanswersor translationmultiple choiceerror correctionquestionsanswersEnglish to Chinese10%Section 5: writing writingwriting15%Table 2 The later CET4 and CET6Components ContentsTypes of questionsProportionSection 1: listeningdialogues: shorter amp。 longershort passages: prehensionor dictationmultiple choicemultiple choicedictation35%Section 2: reading careful reading: prehensionamp。 vocabularyfast readingmultiple choiceblankfillingtrue/false or others35%Section3: prehensive testingalternating: clozeor error correctionalternating: questionsanswersor translationmultiple choiceerror correctionquestionsanswersChinese to English15%Section 4: writing writingwriting15%According to the above pared tables, the new CET is much more scientific than the old one. As to the part of reading prehension，the original passages types are still kept，but the multiple choice questions are changed into shortanswer questions and sentence pletion questions which require students to organize the answers by using their own words. This evaluates testees’ ability of expressing the target meaning. In this way the students’ real ability in reading prehension can be reflected．Likewise，the original multiple choice questions of vocabulary and structure are changed into sentence pletion questions without altering the original sentences．The students were required to fill in the blanks with appropriate words or expressions．The first letter of the key words or Chinese equivalent was given out as a cue．The purpose of this change is to test examinees’ grammar usage and spelling．For the cloze test，the original text is kept，but the multiplechoice questions are changed into blankfilling questions and at the same time the initial letter and the number of letters of the words to be filled in are marked out as cues．In this way，the students’ ability in prehension，judgment and spelling can be checked．For the writing part, the original threeparagraph argument writing is changed into a practical writing. For example, the testees are required to write a letter to apply for a job according to an outline. Through this way, their practical writing skills can be tested．The multiplechoice questions in the listening part of CET4 reflect more students’ reading ability than on their listening ability，for the students have to read fast to find out the right answers．In order to increase the structure validity of the listening test，the British IELTS model test for listening on a similar level with CET4 can be used in the experimental test，which includes sketch identification，blank filling，multiplechoice and shortanswer questions．3. Views of teachers and college students Views of teachersLuo Fei, who is a professor engaged in English teaching for a long time in Jinan University, showed his opinions about CET. Firstly, the characters of the new CET must be confirmed as a teaching test in college or university. Secondly, the