Case study on the final quality analysis of fourth grade Chinese 1.
First of all, introduce the basic situation of the final exam in our class: there are 46 reference students in our class, with an average score of 75, a passing rate of 78%, the highest score of 94 and the lowest score of 22.
Second, let me first analyze the characteristics of this fourth-grade Chinese final exam paper:
This kind of examination not only emphasizes the foundation, but also pays attention to the examination of ability level, and strives to embody the unity of foundation and ability.
One. Mainly reflected in the following aspects:
1, multiple questions. The scope of the test paper is wider. From accumulation and application to reading, the content is very rich and comprehensive. The topics of this exam include reading pinyin and writing words, completely supplementing idioms and then choosing words to fill in the blanks, looking up the dictionary to fill in the blanks, crossing out inappropriate sounds, filling in the blanks as required, and learning Chinese in life. The reading and composition proposition not only examines students' reading and writing level, but also pays attention to students' emotions, attitudes and values and their attention to current affairs.
2. heavy accumulation. Will the Chinese Curriculum Standard? Enrich the accumulation of language? Included in the teaching purpose and the basic concept of the course, this quality inspection question focuses on the examination of students' language accumulation.
3. Highlight the key points. This test reflects the focus of Chinese training in grade four.
This test shows that Chinese teaching should go beyond the characteristics of textbooks under the new curriculum and attach importance to the test of students' Chinese ability. Judging from these topics, the examination paper embodies the purpose of testing students' ability.
Anyway? Grasp the curriculum standard, attach importance to the foundation, examine comprehensively, highlight the key points and have moderate difficulty? It is the general feature of this test paper.
Third, from the analysis of test questions, students in our class have grasped the following aspects well:
1, the writing in this exam has made great progress than before. The students' papers are neat and the handwriting is neat. From the perspective of single words, the structure of the font frame is symmetrical and the strokes are stable. Although the font does not necessarily present the feeling of calligraphy, it is correct and serious. And the use of correction fluid and correction paper is greatly reduced.
2, the basic part of the situation is very good, less points lost. The basic part has a large number of questions, a wide range of examinations and trivial contents. This also shows that our class usually pays more attention to the teaching of pronunciation, form and meaning of words, and has a solid foundation in literature learning. Usually the training is in place and the basic knowledge is firmly grasped. And there is another factor that can't be ignored, that is, give full play to the joint efforts of the group.
This semester, we pay more attention to the learning style of independent cooperation and inquiry. Cultivate students' ability to analyze and solve problems and to communicate and cooperate. I fully embodied this learning style in class. For example, check each other's new words and text recitation in groups. In class, the group questions and dispels doubts, and the problems that cannot be solved in the group are solved in the group; Group cooperation, so that students can not only understand the problems found in the process of inquiry, but also experience the pleasure of solving problems and learning in cooperative inquiry.
Fourth, but in this exam, it also reflects the weakness:
1, basic part: typo is still the first question in this exam. There is a wide range of typos, and each part has a basic part, reading and composition. However, the typos reflected in this test are different from those in the past. In the past, typos were often distinguished from similar characters. This time, there is less confusion about similar characters. The more serious error type is: homonym confusion.
2. Students lost more points in reading comprehension in this exam, although I paid great attention to teaching students reading methods in Chinese classroom teaching this semester. For example, I often teach students how to summarize the main content of an article. However, when students summarize the main contents, there are still phenomena of incomplete generalization and failure to grasp the main points.
3. Lack of adaptability. From the analysis of test papers, students lack flexibility in test questions, and students are polarized.
4. Some students have poor ability to examine questions. Answer irrelevant questions when you encounter problems, and don't complete the exercises as required.
5. Students are careless in the learning process, so they can't study meticulously. For example, there are typos in the test paper that should not appear, or there are omissions in the examination process. For example, in the second part of class, read 1, cross out inappropriate Chinese characters and pronunciations in brackets, and some students drop questions, indicating that students have bad habit of answering questions and have no habit of checking.
6. Some students don't have a solid knowledge, that is to say, the basic knowledge of Chinese in the "two basics" is not solid and there is a specious phenomenon. Therefore, students' basic knowledge of Chinese has not been mastered by all students.
Measures taken by verbs (abbreviation of verb) in future teaching;
From the orientation of the test questions and the types of mistakes made by students in the test, some problems that I should pay attention to in the future teaching are suggested.
1. In the future teaching, I will take more forms such as competition, appraisal and supervision to make timely diagnosis and treatment to prevent the spread of this phenomenon. I will introduce the evaluation mechanism into the evaluation of students' study habits and attitudes, so as to encourage students to develop rigorous study habits.
3. In the future teaching, I should not only pay attention to the transformation of students with learning difficulties, but also promote intermediate students and excellent students. In the future, we should continue to play the role of the group, and then lower the learning requirements for students with learning difficulties, start with mobilizing enthusiasm, lower the evaluation criteria for students with learning difficulties, build their confidence, and give them real sources of learning tasks in one step. For intermediate students and excellent students, I will make full use of the growth notebook and competition mechanism to improve students' Chinese literacy from reading, writing, oral communication and other aspects, and truly consolidate students' Chinese double foundation.
4. As the saying goes? Reading a book a hundred times is self-evident. ? When students read more, their understanding and thinking ability will be improved step by step, and their writing ability will also be improved. So I will really implement and expand students' extracurricular reading in teaching.
5. Guide students to use Chinese knowledge. In other words, students should take part in more Chinese practice activities and combine them with students' real life. For example, organize students to describe what they see with famous poems they have learned.
6. Judging from the students' learning situation this semester, my Chinese teaching method is still not flexible enough, and the training of students' listening, speaking, reading and writing cannot be sustained in teaching. Chinese classroom teaching under the new curriculum must be lively, which requires teachers to reach a high level in the ability to control the classroom, language quality, regulation ability, teaching methods and so on. I think we should recharge our batteries, listen more, see more, think more, try more, adjust teaching methods in time, and strive for lively classroom and effective teaching.
7. Strengthen the training of students' reading ability. The most fundamental purpose of Chinese is to let students learn to use Chinese on the basis of reading. Therefore, I must make every student understand what he has read, summarize the main contents accurately and comprehensively, express his own views on the article, question the article and so on. , so as to cultivate students' understanding and thinking ability.
8. Cultivate students' ability to collect and process information, especially to guide students to pay attention to news, current affairs, state affairs and the movements of important people all over the country through various channels.
In short, under the background of curriculum reform, I will try my best to change my teaching philosophy and teaching methods so that my teaching behavior can meet the needs of curriculum reform and children's development. In the future teaching, we should pay attention to timely summary, timely reflection and timely correction. Summary? Reflection? Correction? In a virtuous circle, we will comprehensively improve our Chinese teaching level and constantly improve students' Chinese learning ability.
Case 2 of final quality analysis of fourth grade Chinese
I. Analysis of data results:
There are 26 reference people in this exam, with a total score of 22 1 1, an average score of 85, a pass rate of 100%, and an excellent rate of 80.7%, both of which exceed the average level of the whole town.
Second, the analysis of test questions
Judging from the situation of the paper, the proposition has various forms, which embodies novelty and flexibility. The test questions are moderate in difficulty and comprehensive in content, and the knowledge learned is summarized. There are three types of questions, namely basic knowledge questions, reading questions and composition questions. Judging from the overall question type, this question attaches great importance to the detection of comprehensive ability, pays attention to cultivating students' memory, imagination and learning ability, and embodies the basic educational concept of quality education.
Third, the answer analysis
1, the first question is to read pinyin and write words. This question mainly examines students' literacy, writing and mastery of Chinese Pinyin. The full mark of this question is only over 46%. The reason for losing points is typos, such as typos. Supervision? what's up Supervision? ,? Overflow? what's up Overflow? Wait a minute. Individual students do not master pinyin well, and they will not lose points because of spelling.
2. Looking up the second question in the dictionary, the failure rate is 90%, and students have lost points in different degrees, which shows that students have a firm grasp of the structure and meaning of new words.
3. Choose words to fill in the blanks in the third question, and the loss rate is above 65%. The reason for losing points is that you don't have a firm grasp of similar words, such as? Gangs? Gangs? It is easy to choose the wrong one.
4. the fourth question, complete the words, choose the words and make sentences. Students with 1 1 have lost points in different degrees on this issue. The reason for losing points is typos, such as? Barren? Many students added some words, but the accumulation of words is relatively small, so they can't fill in the words.
5. Fill in the related words in question 5. Only six students got full marks, and the other students lost points to varying degrees, indicating that students are not good at using related words, and negative training in this field should be strengthened in the future.
6. Write sentences according to the requirements of the sixth question. Short sentences and modified ill sentences lose more points, indicating that the usual training is not enough.
7. The seventh question, text playback, requires filling in the content of the text, and usually requires reciting, but some students lose points.
8. On the eighth reading question, there are two reading essays, one is the content of the text, and the other is untrained. However, it is not difficult to practice the two essays, but the students still lose points to varying degrees, indicating that the students' reading methods need to be improved, and the future teaching should focus on cultivating students' reading ability.
9. The ninth composition, this exam composition is usually written, and students lose less points. What is more gratifying is that most students can write the true feelings and true deeds of the characters. However, some students' papers are untidy, with too many typos, single content and novel materials.
Four. Suggestions for future teaching 1. Strengthen the teaching of writing, be strict with requirements, have solid training and persevere, so that students can write correctly, neatly and regularly.
2. Continue to strengthen the training of basic knowledge and skills to lay a solid foundation for students' future development. In addition to reading more methods, we should practice more and consolidate more condensed sentences, changing figurative sentences and anthropomorphic sentences.
3. Pay attention to language accumulation and process evaluation. Emphasize peacetime rights? Beautiful words? Idiom? Famous aphorisms? Excellent poetry? Such as the accumulation of Chinese essence, encourage students to accumulate in extensive extracurricular reading.
Composition teaching is a long-term effort in the future. Usually increase the cultivation of writing ability and interest. Teach them to observe things, create a writing atmosphere and provide writing materials. In view of the single and similar expression of individual students, encourage students to express themselves individually and write their true feelings. You should practice more exam questions at ordinary times. Writing should be standardized and neat.
Case 3 of Final Quality Analysis of Chinese in Grade Four
First, the analysis of test questions
Grade four Chinese test *** 100, with four major questions and a wide range of questions. There are reading pinyin to write words, combining words with similar words, supplementing idioms, filling in the blanks as required, choosing words to fill in the blanks, modifying sick sentences, filling in the blanks according to the text content, reading and writing.
Proposition forms are diverse, which embodies novelty and flexibility. Can take care of most students, the topic capacity is moderate, the difficulty is not great, and there is no strange topic deviation. It meets the requirements of the new curriculum reform. Most of the problems are encountered in the text or in the usual training, which students should know and understand, such as reading pinyin and writing words, sentence transformation, and grouping words in similar forms.
Second, the surface analysis
53 people from the whole school took the exam. 50 people passed the exam, with the highest score of 94 and the lowest score of 38. Three people failed, with a total score of 74.438+0.
Third, the loss of points and existing problems
1, fill in the blanks as required, and lose more points. Mainly manifested in the accumulation of less, unreliable memory, plus writing typos deducted points.
2. The average loss of modified sentences is 2 points. Not sure? No? Rhetorical transformation of.
3. Fill in the blanks according to the text. Most students can do well, but only a few students with learning difficulties make more mistakes. One is not to recite the text, and the other is to write typos.
4. The reading questions are more complicated. Although there is training at ordinary times, the students' answers are still very poor.
5. What is the topic of the composition? Who do I admire most? Although the topic has been written and reviewed, there are still the following problems:
(1) The examination questions are not clear, and the practice requirements are not clear. Some students are confused and don't look at the requirements of the topic carefully.
(2) Individual students can't meet the basic requirements of the exercises in this grade: the exercises are not substantial, the exercises are extremely simple, the language expression is not clear, the sentences are not fluent enough, and there are obvious language barriers.
(3) Individual students' basic knowledge of Chinese is not solid, with high typo rate and incorrect punctuation.
Fourth, the direction and measures of efforts
1, strengthen the teaching of writing, be strict with requirements, have solid training and persevere, so that students can write correctly, neatly and regularly.
2. Continue to strengthen the training of basic knowledge and skills to lay a solid foundation for students' future development. In addition to reading more methods, we should practice more and consolidate more condensed sentences, changing figurative sentences and anthropomorphic sentences.
3. Pay attention to language accumulation and process evaluation. Emphasize peacetime rights? Beautiful words? Idiom? Famous aphorisms? Excellent poetry? Such as the accumulation of Chinese essence, encourage students to accumulate in extensive extracurricular reading.
Composition teaching is a long-term effort in the future. Usually increase the cultivation of writing ability and interest. Teach them to observe things, create a writing atmosphere and provide writing materials. In view of the single and similar expression of individual students, encourage students to express themselves individually and write their true feelings. You should practice more exam questions at ordinary times. Writing should be standardized and neat.