📚 AS CIE Philosophy: 2026 Exam Changes and Trends | AS CIE 哲学：2026年考试变化与趋势
The 2026 update to the Cambridge International AS Level Philosophy syllabus (9479) marks one of the most significant shifts in the subject's recent history. For students and teachers, understanding these changes is not just about adapting to a new exam format – it is about rethinking how philosophical skills are taught, assessed, and ultimately mastered. This article breaks down the key modifications, explores the underlying trends, and offers practical guidance for navigating the revised assessment from 2026 onwards.
2026年剑桥国际AS Level哲学（9479）教学大纲的更新，是该学科近年来最重要的变革之一。对学生和教师而言，理解这些变化不仅在于适应新的考试形式，更在于重新思考如何教授、评估并最终掌握哲学技能。本文解析关键改动，探讨深层趋势，并为驾驭2026年起实施的修订版评估提供实用指南。
1. The End of Paper 2: A Streamlined AS Assessment | 告别Paper 2：精简版AS评估
Until 2025, AS Philosophy candidates sat two separate papers: Paper 1 (Philosophical Questions and Themes) and Paper 2 (Philosophical Texts). The 2026 syllabus abolishes Paper 2 entirely for AS Level. This means students will no longer study a set philosophical text, such as Plato's Republic or Mill's On Liberty, as a standalone exam component. The change reduces the assessment burden and allows for a sharper focus on philosophical reasoning across broad themes.
在2025年之前，AS哲学考生需参加两份独立试卷：Paper 1（哲学问题与主题）和Paper 2（哲学文本）。2026年教学大纲在AS阶段完全取消了Paper 2。这意味着学生将不再需要研读指定的哲学文本作为单独考试部分，如柏拉图的《理想国》或密尔的《论自由》。这一变化减轻了评估负担，并使教学能更集中地关注跨主题的哲学推理。
The removal of Paper 2 reflects a broader trend in CIE qualifications towards assessing skills over content recall. Instead of parsing a particular thinker's arguments from a prescribed text, students are now expected to demonstrate their evaluative abilities through direct engagement with philosophical problems. This aligns the AS more closely with university-level philosophy, where textual scholarship often takes a back seat to conceptual analysis.
取消Paper 2反映了CIE考试局评估技能而非内容记忆的更广泛趋势。学生不再需要剖析指定文本中某个思想家的论证，而是要通过直接接触哲学问题来展示评估能力。这使得AS阶段更接近大学水平的哲学学习，在大学里概念分析往往比文本研究更受重视。
2. New Paper Structure: One Paper, Two Sections | 新试卷结构：一份试卷，两个部分
From 2026, the AS qualification is assessed solely through Paper 1, a 1-hour-30-minute examination worth 60 marks. The paper is divided into two mandatory sections. Section A contains questions on epistemology and ethics, while Section B offers a choice between philosophy of mind and philosophy of religion. All questions are compulsory, and candidates must answer three extended-response essays in total.
从2026年起，AS资格仅通过Paper 1进行评估，考试时长1小时30分钟，满分60分。试卷分为两个必答部分。Section A包含认识论和伦理学的题目，Section B则提供心灵哲学与宗教哲学之间的选题。所有题目均为必答，考生总共需要完成三篇拓展回答论文。
This structure demands careful time management: students must write three essays in 90 minutes, averaging 30 minutes per essay. The paper is no longer split into short-answer and essay-based components. Every question now requires sustained critical argument, which raises the bar for the depth and coherence of written responses. Teachers will need to train students in planning and executing structured essays under timed conditions from the very start of the course.
这一结构对时间管理提出了严格要求：学生需在90分钟内完成三篇论文，平均每篇30分钟。试卷不再分为简答题和论文题两个部分。每一道题都要求持续的批判性论证，这提高了对书面答案深度与连贯性的要求。教师需要从课程伊始就训练学生在限时条件下规划和完成结构清晰的论文。
3. Section A: Epistemology and Ethics – The Core | 部分A：认识论与伦理学——核心内容
Section A of the new AS paper consolidates the two foundational areas of the syllabus: epistemology and ethics. Epistemology topics include the definition of knowledge, the tripartite view, and challenges from scepticism and Gettier cases. Ethics covers normative theories such as utilitarianism, deontology, and virtue ethics, along with meta-ethical debates about the nature of moral language and moral properties.
新AS试卷的Section A整合了教学大纲中的两个基础领域：认识论和伦理学。认识论主题包括知识的定义、三要素观点，以及来自怀疑论和盖梯尔案例的挑战。伦理学涵盖规范理论，如功利主义、义务论和美德伦理学，以及关于道德语言和道德属性本质的元伦理争论。
The key change here is the removal of the 'philosophy of science' and 'philosophy of religion' topics that previously appeared in the core. Now, epistemology and ethics form the compulsory, non-negotiable centre of the AS curriculum. This refocusing means that all candidates will need a secure grasp of both fields. Synoptic thinking – linking issues across epistemology and ethics – will become an increasingly valuable skill, even if exam questions do not explicitly require it.
此处的主要变化在于，之前核心部分中的“科学哲学”和“宗教哲学”主题被删去。现在，认识论和伦理学构成了AS课程不可动摇的必修核心。这种重新聚焦意味着所有考生都需要扎实掌握这两个领域。综合性思维——将认识论与伦理学的问题联系起来——将成为越来越宝贵的技能，即便考题并未明确要求这样做。
4. Section B: Philosophy of Mind or Philosophy of Religion – The New Choice | 部分B：心灵哲学或宗教哲学——新的选择
Section B introduces a genuine choice for AS candidates for the first time. Students must study either philosophy of mind or philosophy of religion, and they will answer one essay question on their chosen topic. Philosophy of mind explores dualism, physicalism, and functionalism, alongside problems of consciousness and mental causation. Philosophy of religion, newly offered at AS, examines arguments for the existence of God, the problem of evil, and the nature of religious language.
Section B首次为AS考生引入了真正的选题空间。学生必须学习心灵哲学或宗教哲学，并回答所选主题的一道论文题。心灵哲学探讨二元论、物理主义、功能主义，以及意识问题和心理因果作用。宗教哲学作为AS新设专题，考察上帝存在的论证、恶的问题以及宗教语言的本质。
This optionality allows schools to play to their teachers' strengths and students' interests. It also encourages deeper engagement with a single area of philosophy, mirroring the kind of specialisation seen in A Level and beyond. However, the choice must be made early and committed to for the duration of the course, as there is no flexibility to switch between the two in the exam. The introduction of philosophy of religion at AS level is particularly noteworthy, bringing diverse cultural and theological perspectives into the syllabus for the first time.
这种可选性使学校能够发挥教师的优势和学生的兴趣。它也促使学生深入钻研哲学的一个专门领域，反映了A Level及以上阶段所见的专业化趋势。但这一选择必须尽早做出，并在整个课程期间坚持，因为考试中无法在两者之间切换。宗教哲学在AS阶段的引入尤其值得关注，它首次将多元文化与神学视角纳入了教学大纲。
5. Assessment Objectives Refined: AO1 and AO2 | 评估目标细化：AO1与AO2
The 2026 syllabus retains the two familiar Assessment Objectives but with refined weightings and expectations. AO1 (Knowledge and Understanding) requires candidates to demonstrate accurate knowledge of philosophical concepts, theories, and arguments. AO2 (Analysis and Evaluation) demands the ability to critically examine these ideas, construct balanced arguments, and reach well-supported judgments. The phrasing in the syllabus now emphasises 'critical evaluation' and 'reasoned judgement' more explicitly than before.
2026年教学大纲保留了原有的两项评估目标，但对其权重和期望进行了调整。AO1（知识与理解）要求考生准确展示对哲学概念、理论和论证的认识。AO2（分析与评估）要求有能力对这些观点进行批判性审视、构建平衡的论证并得出有充分支持的判断。大纲中的措辞如今比以往更明确地强调了“批判性评估”和“理性判断”。
In practice, this means that simply describing a philosopher's view will no longer suffice for top marks. Both AO1 and AO2 are assessed holistically within each essay, and examiners will reward answers that show a fluid integration of knowledge and critical insight. Students must learn to treat essay questions as invitations to philosophise, not just to recall. The removal of text-based analysis in AS further underscores the primacy of analytical skill over quotation or exposition.
实际上，这意味着仅仅描述哲学家的观点已不足以获得高分。每篇论文都对AO1和AO2进行整体评估，考官将奖励那些流畅融合知识与批判性洞见的答案。学生必须学会将论文题目视为进行哲学思考的邀请，而不仅仅是回忆。AS阶段取消文本分析进一步凸显了分析能力优先于引用或阐述的原则。
6. Weighting Changes: What Matters Most | 权重变化：什么最重要
For the AS Level, AO1 now accounts for 40% of the total marks, while AO2 carries 60%. This represents a noticeable shift from the previous 50-50 split, signalling that the ability to criticise, compare, and evaluate is weighted more heavily than the straightforward demonstration of knowledge. The change aligns with the broader educational emphasis on higher-order thinking skills.
在AS阶段，AO1现在占总分的40%，而AO2占60%。这与之前各占一半的分配相比有明显变化，表明批判、比较和评估的能力比单纯展示知识占有更重的权重。这一变化与更广泛的教育上对高阶思维技能的强调相一致。
A table may help clarify the comparison:
| Assessment Objective | 2023–2025 Weighting | 2026 Onwards Weighting |
|---|---|---|
| AO1 Knowledge and Understanding | 50% | 40% |
| AO2 Analysis and Evaluation | 50% | 60% |
For students, this means that the bulk of their revision and practice time should be spent on evaluative skills: weighing up objections, considering counterarguments, and defending a thesis. Teaching strategies must likewise shift from coverage of content towards active argumentation and debate. The message is clear – it is not what you know, but how you use it that counts.
对学生而言，这意味着大部分复习与练习时间应用于评估技能：权衡反对意见、考虑反驳、捍卫一个论点。教学策略也必须相应地从覆盖内容转向积极的论证与辩论。传递的信息很明确——重要的不是你知道什么，而是你如何运用所知。
7. The Shift Away from Set Texts at AS | AS阶段取消指定文本的转变
The removal of set texts from AS Philosophy is perhaps the most controversial change. Previously, students studied one text in depth, learning to interpret and evaluate philosophical writing in its original form. This skill is now deferred entirely to A Level. The rationale is that AS should serve as a broad introduction to philosophical thinking rather than a deep dive into historical works.
从AS哲学中移除指定文本或许是最具争议的变化。以往，学生会深入学习一个文本，学习如何解读和评估哲学原著。这一技能现在被完全推迟到A Level阶段。其理由是，AS应作为哲学思维的广泛入门，而非对历史著作的深度钻研。
While some teachers regret the loss of primary-source engagement, the new structure offers clear advantages. It reduces the volume of reading and allows more time for mastering arguments across the core and optional areas. Students who struggle with older English or complex translation can now engage with philosophical ideas without the barrier of archaic language. Nevertheless, teachers are encouraged to incorporate short text extracts into lessons to preserve the skill of close reading, which will be essential for those continuing to A Level.
虽然一些教师对无法接触一手文献感到遗憾，但新结构具有明显的优势。它减少了阅读量，让学生有更多时间掌握核心与选修领域的论证。那些对早期现代英语或复杂翻译感到困难的学生，现在可以不受古旧语言障碍地学习哲学思想。不过，仍鼓励教师在课堂中加入简短文本节选，以保留细读能力，这对继续学习A Level的学生至关重要。
8. Introduction of Philosophy of Religion as an AS Topic | 宗教哲学作为AS主题的引入
For the first time, philosophy of religion appears as a dedicated AS topic within the 9479 syllabus. Students can explore classical arguments for God's existence – ontological, cosmological, and teleological – as well as the problem of evil, the concept of miracle, and the meaningfulness of religious language. This addition enriches the curriculum with enduring philosophical questions that intersect with ethics, metaphysics, and epistemology.
宗教哲学首次作为9479教学大纲中的一个专门AS主题出现。学生可以探讨上帝存在的经典论证——本体论、宇宙论和目的论——以及恶的问题、奇迹概念和宗教语言的意义性。这一补充以与伦理学、形而上学和认识论交叉的永恒哲学问题丰富了课程。
The inclusion of philosophy of religion reflects a conscious effort to make the syllabus more globally relevant. Many candidates come from societies where religious belief plays a central role, and this topic allows them to bring cultural knowledge into philosophical debate. It also provides a powerful counterpoint to the secular frameworks often assumed in other parts of the course. When taught well, philosophy of religion fosters nuanced understanding of both faith and scepticism.
宗教哲学的纳入反映了一种有意识的努力，旨在使教学大纲更具全球相关性。许多考生来自宗教信仰扮演核心角色的社会，这一主题使他们能够将文化知识带入哲学辩论中。它也为课程其他部分常假设的世俗框架提供了一个有力的对照。在教授得当时，宗教哲学能培育对信仰与怀疑主义的细致入微的理解。
9. Implications for Study Skills and Exam Technique | 对学习技巧和考试策略的影响
The 2026 changes significantly alter how students should prepare for the AS exam. With three essays in 90 minutes, speed and economy of expression become critical. Students must practise constructing clear introductions, weaving in key terminology, and moving seamlessly between exposition and evaluation. Formulaic essay structures – definition, argument, objection, response, conclusion – will remain effective, but the enhanced AO2 weighting demands that evaluation pervade every paragraph, not just appear at the end.
2026年的变化显著改变了学生备考AS考试的方式。在90分钟内完成三篇论文，速度和表达的精炼至关重要。学生必须练习构建清晰的开头、融入关键术语，并在阐述与评估之间无缝过渡。公式化的论文结构——定义、论证、反对、回应、结论——依然有效，但提升后的AO2权重要求评估渗透到每一段落，而不仅仅出现在末尾。
Time management is only one aspect. The syllabus now encourages students to think thematically. For instance, a question on the definition of knowledge may require reference to ethical knowledge or to debates in philosophy of mind. Making these cross-topic connections signals a mature, integrated understanding and can distinguish top-band scripts. Revision should therefore be organised around philosophical problems rather than isolated topics, using concept maps and comparative tables to draw out links.
时间管理只是一个方面。大纲如今鼓励学生进行主题性思考。例如，一道关于知识定义的题目可能需要提及伦理知识或心灵哲学中的争论。建立这些跨主题的联系标志着一种成熟、整合的理解，并能使最高档次的答卷脱颖而出。因此，复习应围绕哲学问题而非孤立主题进行组织，利用概念图和比较表格来揭示关联。
10. Resources and Revision Strategies for 2026 | 2026年资源与复习策略
With the new syllabus, many existing textbooks and resource packs will require updating. Teachers and students should seek materials explicitly mapped to the 2026–2028 syllabus. Key philosophical texts – Descartes' Meditations, Hume's Enquiry, Aristotle's Nicomachean Ethics – remain invaluable as sources, but they should be used to illuminate arguments rather than memorised for their own sake. Online platforms, academic podcasts, and curated reading lists can supplement classroom learning.
随着新大纲的推出，许多现有的教科书和资源包将需要更新。教师和学生应寻找明确对应2026-2028年大纲的材料。核心哲学著作——笛卡尔的《第一哲学沉思集》、休谟的《人类理解研究》、亚里士多德的《尼各马可伦理学》——仍然是宝贵的参考来源，但应用它们来阐明论证，而非为记忆而记忆。在线平台、学术播客和精选书单可以补充课堂学习。
The following revision strategies are particularly suited to the 2026 exam:
- Essay planning under time pressure: Set a 5-minute planning limit and practise generating three distinct points with supporting examples.
- Peer teaching and Socratic discussion: Explaining concepts to others deepens AO1, while defending them against critique sharpens AO2.
- Mark-scheme analysis: Deconstruct past examiners' reports to understand what high-level evaluation looks like in practice.
- Comparative grids: Create tables comparing theories on key axes – for example, dualism vs. physicalism on explanatory power, simplicity, and compatibility with science.
以下复习策略特别适合2026年考试：
- 限时论文规划：设定5分钟规划限时，练习生成三个清晰的观点及支撑例证。
- 同伴教学与苏格拉底式讨论：向他人解释概念能深化AO1，而在批评中捍卫观点则能提升AO2。
- 评分方案分析：剖析过往的考官报告，理解高水平评估在实践中的表现。
- 比较表格：创建在关键维度上比较理论的表格——例如，二元论与物理主义在解释力、简洁性及与科学的兼容性上的比较。
11. Trends: Critical Thinking and Comparative Analysis | 趋势：批判性思维与比较分析
Stepping back from the detailed changes, a clear trend emerges: CIE Philosophy is moving decisively towards a 'skills-first' model. The emphasis on AO2, the removal of text analysis, and the streamlined structure all point to a qualification that prizes critical thinking above factual recall. This mirrors trends in higher education and global educational reform, where the ability to analyse complex information and construct reasoned arguments is seen as essential for 21st-century citizenship.
从具体变化中抽身出来，一个清晰的趋势浮现出来：CIE哲学正坚定地走向“技能优先”的模式。对AO2的强调、文本分析的取消以及结构的精简，都指向一个看重批判性思维胜于事实记忆的资格。这反映了高等教育和全球教育改革的趋势，在这些领域，分析复杂信息并构建理性论证的能力被视为21世纪公民的必备素质。
Comparative analysis – judging between competing philosophical views – is now at the heart of AS assessment. Students must not only understand, say, act- and rule-utilitarianism, but must be able to argue which is more defensible and why. The 2026 syllabus rewards those who can hold multiple perspectives in tension, recognise the strengths and weaknesses of each, and justify their own philosophical stance. This is a demanding but ultimately more rewarding form of learning.
比较分析——在竞争的哲学观点之间做出判断——如今是AS评估的核心。学生不仅要理解例如行为功利主义与规则功利主义，还必须能够论证哪一种更可辩护以及为何如此。2026年教学大纲奖励那些能够把握多种观点的张力、认识到各自的优缺点并证明自己哲学立场的考生。这是一种要求高但最终回报更大的学习方式。
12. Looking Ahead: From AS to A Level | 展望未来：从AS到A Level
For students intending to continue to A Level, the AS changes have implications for progression. The 2026 A Level syllabus (papers 1 and 2) builds directly on the AS core and optional topics, adding further depth and a new text-based paper. Because AS no longer includes a set text, the A Level Paper 2 (Philosophical Texts and Themes) will be the first encounter with sustained textual analysis for many. This demands careful bridging work in the A Level year.
对于打算继续学习A Level的学生而言，AS的变化对进阶学习有重要影响。2026年A Level教学大纲（试卷1和2）直接建立在AS核心与选修主题之上，增加了进一步的深度和一篇新的文本分析试卷。由于AS不再包含指定文本，A Level的Paper 2（哲学文本与主题）将成为许多学生首次接触持续文本分析的场合。这要求在A Level学年中进行细致的衔接工作。
Teachers should consider introducing short, scaffolded text-based exercises in the later stages of the AS course to prepare students who will progress. Skills such as identifying the structure of an argument, comparing different interpretations of a passage, and evaluating the use of analogy in philosophical writing can be cultivated early. The new AS, with its emphasis on philosophical argumentation, actually provides an excellent foundation for text-based study, as students will have already internalised the standards of good reasoning.
教师应考虑在AS课程的后期引入简短、有支架的文本练习，为将要进阶的学生做准备。诸如识别论证结构、比较段落的不同解读、评估哲学写作中类比运用的技能可以提前培养。新版AS课程强调哲学论证，实际上为文本研究提供了绝佳的基础，因为学生已经内化了良好推理的标准。
Ultimately, the 2026 changes represent not a dilution but a refocusing of AS Philosophy. By concentrating on core philosophical skills and offering a meaningful choice of specialist topic, the new syllabus aims to produce students who are not just knowledgeable about philosophy, but capable of thinking philosophically – a distinction that matters far beyond the examination hall.
最终，2026年的变化代表的不是稀释，而是AS哲学的一次重新聚焦。通过集中关注核心的哲学技能，并提供有意义的专业主题选择，新大纲旨在培养出不仅了解哲学，而且能够进行哲学思考的学生——这一区别的意义远超考场之外。
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