📚 AS CAIE English Literature: 2026 Exam Changes & Trends | AS CAIE 英语文学：2026年考试变化与趋势
The CAIE AS English Literature qualification (9695) is set for a significant revamp starting with the 2026 examinations. These changes reflect a broader shift towards analytical depth, unseen text skills, and a more globally representative selection of literary works. Understanding the new format is essential for students and teachers aiming to excel in the updated assessment.
CAIE AS英语文学资质(9695)将从2026年考试起进行重大改革。这些变化反映了向分析深度、非连续性文本技能以及更具全球代表性的文学作品选择的更广泛转变。了解新格式对于希望在新评估中取得优异成绩的学生和教师至关重要。
1. Overview of the 2026 Syllabus Update | 2026年大纲更新概况
The 2026-2028 syllabus for AS English Literature (9695) introduces structural modifications that impact both examination papers and text choices. The most notable shift is the removal of the coursework option, making all assessment entirely examination-based. Additionally, the weightings between papers have been adjusted to better reflect critical reading skills.
2026-2028年AS英语文学大纲(9695)引入了结构性修改，影响考试试卷和文本选择。最显著的变化是取消课程作业选项，使所有评估完全基于考试。此外，试卷之间的权重已进行调整，以更好地反映批判性阅读技能。
This update aligns with Cambridge’s goal to standardise assessment methods and ensure reliability across international centres. Candidates must now demonstrate proficiency in analysing both seen and unseen texts under timed conditions, a requirement that underscores the importance of practised writing skills.
此更新与剑桥评估国际化目标一致，旨在标准化评估方法，确保国际考试中心的可靠性。考生现在必须在计时条件下展示分析指定文本和非连续性文本的能力，这一要求强调了练习写作技巧的重要性。
Furthermore, the syllabus includes clear progression guidelines from IGCSE to AS Level, helping schools design coherent curricula. The document also emphasises the development of independent critical voices, moving away from formulaic responses.
此外，大纲包括了从IGCSE到AS Level的清晰进阶指引，帮助学校设计连贯的课程。文件还强调培养独立的批判声音，摆脱公式化的回答。
2. Paper 1: Poetry and Prose – New Format | 试卷一：诗歌与散文——新格式
Paper 1 retains its focus on poetry and prose but now features a compulsory unseen poetry section worth a larger portion of marks. The previous structure, where candidates could choose between different question types, has been streamlined. All students will answer one essay on a set poem and one comparative essay linking a set prose text to an unseen poem.
试卷一保留了对诗歌与散文的关注，但现在包括一个分值更大的必答非连续性诗歌部分。以前考生可在不同题型之间选择的结构已被简化。所有学生将回答一道关于指定诗歌的论文题和一道将指定散文文本与非连续性诗歌联系起来的比较性论文题。
The set poetry texts are now drawn from a single anthology, reducing fragmentation and encouraging deeper engagement with a smaller number of poems. The unseen element demands quick, perceptive analysis without pre-preparation, testing genuine interpretative skill.
指定的诗歌文本现在选自一部诗集，减少了分散性，并鼓励对少量诗歌进行深入理解。非连续性部分要求在无准备的情况下快速、敏锐地分析，考验真正的解读能力。
For the prose component, candidates will study one novel or short story collection. The exam questions will require critical evaluation of narrative techniques and thematic development, often prompting connections to the unseen poem studied in the same paper.
在散文部分，考生将学习一本小说或短篇故事集。考题将要求对叙事技巧和主题发展进行批判性评价，通常促使与同一试卷中的非连续性诗歌建立联系。
3. Paper 2: Drama – Expanded Requirements | 试卷二：戏剧——扩展要求
Paper 2 now requires candidates to study two dramatic texts instead of the previous single play. This change broadens the scope of literary understanding and introduces explicit comparative analysis within the drama paper. Students must explore how playwrights use form, structure, and language to create meaning across different eras or styles.
试卷二现在要求考生学习两部戏剧文本，而不是以前的一部戏剧。这一变化拓宽了文学理解的范围，并在戏剧论文中引入了明确的比较分析。学生必须探索剧作家如何在不同时代或风格中运用形式、结构和语言创造意义。
One of the set texts may be a Shakespeare play, while the other could range from classical Greek drama to contemporary theatre. The assessment includes both passage-based questions and open-ended essays, ensuring that close reading and broader thematic evaluation are both examined.
其中一部指定文本可能是莎士比亚戏剧，另一部则可能从古希腊戏剧到当代戏剧不等。评估包括基于选段的题目和开放式论文，确保细致阅读和更广泛的主题评价都能得到考查。
Teachers will need to allocate sufficient time for performance elements, such as staging and dramatic conventions, as these now form part of the assessment criteria. Students are expected to discuss texts not solely as literature but as works intended for performance.
教师需要为表演元素分配充足时间，如舞台设计和戏剧常规，因为这些现在已成为评估标准的一部分。学生被期望不仅将文本作为文学讨论，还要作为为表演而创作的作品讨论。
4. Removal of Coursework Component | 课程作业部分取消
The component 3 coursework option has been discontinued for the 2026 examinations. Previously, schools could submit a portfolio of essays on selected texts, but this flexibility has been phased out to maintain parity across centres. All assessment now takes place through written examinations at the end of the course.
2026年考试取消了第三部分课程作业选项。以前，学校可以提交关于选定文本的论文作品集，但这一灵活性已被逐步淘汰，以保持各中心之间的公平。现在所有评估都通过课程结束时的笔试进行。
This change means teachers must place greater emphasis on exam technique and timed writing throughout the course. While some lament the loss of extended independent study, the move simplifies administration and ensures all candidates are assessed identically.
这一变化意味着教师必须在整个课程中更加重视考试技巧和计时写作。虽然有人惋惜失去了延长的独立学习机会，但此举简化了管理，并确保所有考生接受相同的评估。
However, the removal of coursework does not diminish the importance of drafting and redrafting essays during classroom practice. Teachers are encouraged to simulate portfolio-style tasks as formative assessments to build confidence.
然而，课程作业的取消并未削弱课堂上草拟和修改论文的重要性。鼓励教师模拟作品集式任务作为形成性评估，以建立信心。
5. Enhanced Focus on Unseen Texts | 加强对非连续性文本的关注
A defining trend in the 2026 syllabus is the increased weighting on unseen material. Both Paper 1 and Paper 2 now incorporate unseen elements that test candidates’ ability to interpret unfamiliar literary works quickly. This shift rewards genuine critical thinking over rote memorisation of prepared essays.
2026年大纲的一个决定性趋势是对非连续性文本的权重增加。试卷一和试卷二现在都包含非连续性材料，考查考生快速解读陌生文学作品的能力。这一转变奖励真正的批判性思维，而非死记硬背准备好的论文。
To succeed, students must develop a toolkit for textual analysis that applies across genres, including recognising tone, imagery, narrative perspective, and structural features. Regular practice with unseen poetry and prose extracts under timed conditions is vital.
要成功，学生必须开发一套适用于各文体的文本分析工具，包括识别语气、意象、叙事视角和结构特点。在计时条件下定期练习非连续性诗歌和散文选段至关重要。
Examiners have indicated that they will look for confident engagement with the unseen extract’s distinctive qualities, rather than reliance on generic commentary. Students who can articulate the uniqueness of a passage will stand out.
考官表示，他们将寻找对非连续性选段独特特质有自信参与的答案，而非依赖于泛泛的评论。能够清晰表达选段独特性的学生将脱颖而出。
6. Comparative Analysis Across Genres | 跨文体的比较分析
The new syllabus places a premium on comparative skills. Candidates are required to draw connections not only within genres, such as comparing two poems, but also across genres, such as linking a prose extract to an unseen poem. This interdisciplinary approach reflects current literary scholarship and encourages a holistic understanding.
新大纲非常重视比较技能。考生不仅需要在同一文体内部建立联系，如比较两首诗歌，还需要跨文体建立联系，如将一段散文选段与一首非连续性诗歌联系起来。这种跨学科方法反映了当前文学研究的趋势，并鼓励整体理解。
Effective comparison involves identifying similarities and differences in treatment of themes, use of literary devices, and contextual influences. Mark schemes will award high marks for integrated analysis rather than separate treatment of texts.
有效的比较涉及识别主题处理、文学手法运用和语境影响的异同点。评分方案将奖励综合分析，而非对文本的分开处理。
To prepare, students should practice constructing thesis statements that encapsulate comparative insights from the outset. Mind-mapping techniques and side-by-side annotation of extracts can illuminate points of convergence and divergence with clarity.
为了准备，学生应练习从一开始就构建包含比较见解的论点陈述。思维导图技术和选段并列注释能够清晰地揭示交汇点和分歧点。
7. Updated Set Text Lists | 更新指定文本列表
The set text list for 2026 onwards has been refreshed to include more female authors, writers of colour, and works from postcolonial contexts. For example, the poetry anthology now features diverse voices from Africa, the Caribbean, and South Asia, expanding the traditional canon. This trend reflects a commitment to decolonising the literature curriculum.
2026年以后的指定文本列表已经更新，包括了更多女性作者、有色人种作家和后殖民语境的作品。例如，诗集现在收录来自非洲、加勒比和南亚的多元声音，扩展了传统经典。这一趋势反映了对文学课程去殖民化的承诺。
While some classic texts remain, there is a clear shift towards contemporary relevance. Teachers should review the new list early to select texts that resonate with their students and provide ample opportunity for critical engagement.
虽然一些经典文本仍然存在，但明显转向当代相关性。教师应尽早查阅新列表，选择能引起学生共鸣并提供充足批判性参与机会的文本。
Additionally, the examination board has introduced guidance on exploring texts through lenses such as gender, postcolonialism, and ecocriticism. This promotes interdisciplinary thinking and prepares students for higher-level literary study.
此外，考试委员会引入了通过性别、后殖民主义和生态批评等视角探索文本的指导。这促进了跨学科思维，为学生更高层次的文学研究做好准备。
8. Assessment Objectives: A Shift in Weighting | 评估目标：权重转移
The assessment objectives have been recalibrated for 2026. AO1 (informed personal response) and AO2 (analysis of language, form, and structure) now carry greater weight, while AO3 (contextual understanding) is integrated more seamlessly rather than assessed separately. AO4 (connections across texts) has been merged into comparative tasks, making every question a potential exercise in linking ideas.
2026年的评估目标进行了重新校准。AO1（有见识的个人回应）和AO2（语言、形式和结构分析）现在权重更大，而AO3（语境理解）更无缝地整合而非分开评估。AO4（跨文本联系）已合并到比较任务中，使每个问题都成为潜在的思想联系练习。
This means that students must foreground textual evidence and analytical precision in every response. Context should be used to illuminate the text rather than presented as a bolted-on paragraph. The shift encourages a more authentic engagement with literature.
这意味着学生必须在每个回答中突出文本证据和分析精确性。语境应用来阐明文本，而不是作为一个附加段落呈现。这一转变鼓励更真实地与文学互动。
To meet the new demands, teachers should design essay prompts that explicitly require the integration of context within close analysis. Model responses that blend AO1, AO2 and AO3 seamlessly will be crucial teaching tools.
为了满足新要求，教师应设计明确要求在细致分析中整合语境的论文题目。将AO1、AO2和AO3无缝融合的范文将成为关键的教学工具。
9. Trends: Digital
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