This comparative study explores the integration of discipline core literacy and language carriers by analyzing Chinese Gaokao and OxfordAQA International A-Level biology examination papers from 2023 to 2025. Employing educational measurement and content analysis, the research examines differences in assessment focus, linguistic representation, and scientific argumentation across both educational systems. The analysis reveals that Gaokao relies on Chinese as a native language carrier, emphasizing high-density scientific context processing, deep conceptual integration, and rigorous logical deduction. Conversely, OxfordAQA A-Level utilizes English as an additional language (EAL) carrier, featuring explicit command-word-driven prompts, structured mark scheme causal chains, and critical experimental evaluations. Regarding student cognitive load, Gaokao presents challenges in implicit scoring criteria and subtle linguistic nuances, whereas OxfordAQA poses hurdles in specialized English terminology acquisition and extended scientific argument writing. To bridge the disconnect between conceptual understanding and academic expression, this study proposes a Content and Language Integrated Learning (CLIL) dual-scaffold model and a command-word-oriented causal chain pedagogy, offering innovative theoretical and practical frameworks for international biology education and STEM talent development.
Keywords: Gaokao; OxfordAQA A-Level; Biology Assessment; Content and Language Integrated Learning (CLIL); Scientific Expression; Core Literacy
REFERENCES
[1] Ministry of Education of PRC. (2020). Biology Curriculum Standards for Senior High Schools. Beijing: People's Education Press.
[2] OxfordAQA. (2023-2025). International A-Level Biology Specification and Examiner Reports. Oxford International AQA Examinations.
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