Analysis of the Chinese Final Examination Paper of Volume One of Grade Six (I) Analysis of the Examination Paper
This proposition faithfully respects the teaching materials, relies on the teaching materials, and pays attention to students' double-base ability and teachers' double-base teaching level. The difficulty of the sixth grade proposition is relatively easy, and there is no conventional layout of one to two to seven. Good students feel that they are not addicted to exams and can't open grades. Good teachers also feel that their usual efforts are not fully displayed. The small number of questions, especially the basic knowledge part, leads to the small coverage of knowledge points, less examination of knowledge application parts and excessive scores of individual questions. The average grade of a class reaches 95, and the excellent rate reaches 95%. This result is not in line with the annual junior high school entrance examination, and the teachers are a little uncomfortable and the contrast is too great.
Second, about the students' answers.
1, score:
2. Loss of points:
Some words lose points: the lower grades focus on polyphonic words and the tone of words, such as bleeding and unevenness, while the upper grades are characterized by inaccurate pronunciation of individual words and uncommon words, such as grasping and words. The reason is that training is not in place.
Part of the sentence loses points: the lower grades focus on the inaccurate choice of words to fill in the blanks, and the upper grades focus on abbreviations and third-person reports. The reason is that students do not learn solidly and use little, and both teachers and students lack the spirit of Excellence.
Accumulate some lost points: these lost points are concentrated on the poor students in the class. The main reason is that teachers usually don't study hard and can't grasp it well.
Reading part loses points: students can't express their understanding of the article in accurate language, but most of them understand it in place, but the expression is inaccurate and they can't answer the key points. One reason is that they usually don't have enough training, can't answer questions, and don't know how to answer questions according to the score points. Another reason is that our Chinese classroom teachers still talk too much, giving students no chance to think and express themselves. Teachers give ready-made accurate answers, students just passively accept the answers, learn rigidly, teach rigidly, teachers are eager for quick success and instant benefit, and students are too lazy to think. Another point is that the questions assigned by the teacher are too high or too low. Students who are too high can't answer them no matter how they think, and those who are too low are limited to solving words. Another point is that the classroom exercises arranged by the teacher are mostly questions in some guidance books, such as what is easy to understand or explain in detail, and there are ready-made answers on them. The students just had to follow the instructions, but they didn't get any exercise. This reflects that teachers are not good at preparing lessons, copying lesson plans, preparing lessons inadequately, not digging up textbooks, and teaching textbooks instead of textbooks. Our teacher's lesson preparation and classroom teaching are the main problems in Chinese teaching, and also the main reason why students' reading comprehension scores have not been improved!
Part of the composition loses points: this part of the composition loses points is a long-standing problem. Most students' compositions are inaccurate at the beginning, slow and irrelevant at the end, so they can't rise to the corresponding height and end up hastily. The middle writing is not vivid and concrete, the language is pale, the expression is inaccurate, the details are inappropriate, and the most important thing is that there is no true feelings and the center is not prominent. The proposition of our exam composition is also general, lacking flexibility, and can't come from and break through the textbook. Basically, it is the exam composition in the textbook, or a very similar topic. Students write basically the same thing, a theme, a set of words, and the same low level.
Reason: (1), students' language use is not good. First, students practice less and apply what they have learned. Another reason is that students can't imitate and train in time in our classroom teaching. They will pass by when they meet good new words and sentences. This should be a necessary part of Chinese classroom teaching, but we failed to do it.
(2) A concrete reason for the lack of vividness is that our students have no real experience, our activities are few, campus culture is few, and students have no experience. Where can I get the true feelings? The other is that our composition teaching guidance can't go up. How to be vivid and concrete, we must first have true feelings, then psychological description, language description, action description, and even reveal the rising height of life, but also have the usual accumulation, which we have not achieved.
(3) Our teachers' writing level is not high, which is one of the main reasons why writing teaching can't get on. The teacher doesn't write down one hydrology, the other writes. Even the students didn't write well. How can we guide students? In each semester's composition competition, half of the teachers' compositions are not as good as those of senior students.
(4) There is no basic method in our composition teaching, and we all go our own way and have different levels. We are mainly responsible for this, and as the competent department of teaching and scientific research, we have not done a good job.
3. Analysis of learning situation:
Pre-test prediction and post-test prediction are basically the same, with good basic knowledge and poor reading and composition. For such a proposition test, most of them are basic book knowledge. More training will lead to better grades, while poor training will lead to worse grades. There are 44 sixth-grade students in Xibao Primary School, with an average Chinese score of 95 and an excellent rate of over 90%, because of their crazy training. The teacher goes to work with a flashlight in the morning, arrives at school at six o'clock, and the students leave school at four o'clock. Five sets of exercise books are changed by the teacher in batches.
4. Analysis of teaching success or failure:
The words and accumulated parts that have been tested well benefit from the usual training, repeated branding and repeated reappearance.
The poor reading and composition in the exam is mainly due to our lesson preparation methods and classroom teaching, and the level of our teachers needs further training and improvement.
For reading teaching and composition teaching, the seriousness of the problem has not been considered in teaching research and training, and insufficient supervision has been done in the monthly routine inspection of teaching. We found the problem, but didn't follow it up in time.
Three. Future measures:
1, the successful experience of the last period is: strengthening the teaching and training of basic knowledge, especially the increase of training volume. At present, the characteristics of primary school students' laxity and individuality make us objectively demand strict requirements and repeated training, which should not only give space but also be too long, carry forward teachers' professionalism and encourage teachers to make selfless contributions. We are committed to better performance management.
2. The teaching task in the next stage is to strengthen the "double basics" and actively do a good job in quality education according to the requirements of curriculum standards. Our teaching doesn't just stay at the teaching level, but teaches people how to dispel doubts and preach, and do more homework on learning, doing things and being a man.
In the teaching of reading and writing, we will pay more attention to teaching and research and teacher training in the next few years. Conduct training and special teaching and research in these two aspects once every semester to enrich the construction of campus culture and provide a platform for teachers and students to improve. On the other hand, in the daily management of teaching, we should improve the requirements and supervision of these two parties. In the monthly routine inspection of teaching, these two items will be taken as the key contents, and continuous supervision and inspection will be carried out. And strengthen these two aspects of lectures and evaluation, and strengthen the usual guidance and research in these two aspects. We will also organize a special group to sit down and study these two aspects as our school-based topics, so as to create conditions for going out to see, learn and improve our level.
6 (2) Analysis of the Chinese Final Examination Paper in Volume I of Grade One. Analysis and suggestions on the proposition of examination paper;
The proposition of this test paper can be guided by Chinese curriculum standards. What are the key points? Knowledge and ability, process and method, emotion, attitude and values? Propose with these three dimensions, face all students, respect individual differences of students, and examine students' basic knowledge and ability of Chinese since a semester from four aspects: listening test, accumulation and application, beneficial reading and clever writing.
1, the test paper proposition focuses on assessing students' mastery of basic knowledge, such as reading pinyin, writing words, choosing words to fill in the blanks, idioms, phrase collocation, choosing words to fill in the blanks, filling in the blanks with related words, and modifying sick sentences. This kind of proposition has a variety of questions, which can examine students' mastery of basic knowledge from all aspects. The proposition is suitable for all students, with a variety of questions, in line with students' cognitive level, and focuses on examining students' language abilities such as listening, speaking, reading and writing.
2. The test paper proposition focuses on students' understanding, perception, accumulation and learning of writing skills. For example:? Accumulate and use? Connect the characters in the text with the corresponding qualities and fill in the blanks with 9 ancient poems and texts. This kind of proposition focuses on students' understanding and mastery of knowledge in class. It embodies the teaching philosophy of emphasizing accumulation, knowledge, ability and perception.
The proposition of this reading problem pays attention to the close combination inside and outside the class. The proposition comprehensively examines students' reading ability from the aspects of looking up words, punctuation, rewriting sentences, understanding keywords, grasping the content of the text, accumulating extracurricular knowledge, etc., so as to proceed from the foundation, pay attention to the ability examination, and not engage in digressions, strange questions and difficult problems. The types and quantity of questions are also suitable for students' age characteristics and cognitive level.
4. The proposition of this exercise is close to the reality of students' life, so that students have something to say. The proposition broadens the students' thinking of selecting materials without limiting their thinking. Proposition requirements are also easy to understand and clear at a glance, which reduces the difficulty and facilitates students to examine questions.
Second, the students' answers are analyzed as follows:
(1) Knowledge consolidation:
1. What is the content of this listening test that students are familiar with? Beijing Olympic Games? Students are familiar with the knowledge and the requirements of the topic are very concise. It abandons the phenomenon that students pay attention to one thing and one thing, and reduces the difficulty. 99% students can listen carefully, listen clearly, understand clearly, and answer correctly according to the requirements of the topic, and the score rate is high.
2.95% students have a certain literacy ability, can spell syllables correctly, write correctly, standardize and have a certain aesthetic feeling. 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.
3. Most students can correctly accumulate and use the words they have learned, and can correctly distinguish pictophonetic characters? Endowment, posture, consultation and cultivation? , select a word group; Can write idioms with a pair of antonyms as needed. Judging from the answers to the test paper, students have accumulated a large number of idioms. Can match words with appropriate adjectives, nouns and verbs. 95% can correctly understand the meaning of words and fill in the blanks according to different contexts. Accumulate and use? And then what? Is it beneficial to open books? Fill in the blanks with the selected words and get a high score. Fill in the blanks with related words. 98% students can choose appropriate related words to fill in the blanks according to the context of the sentence. In the part of modifying sick sentences, most students can successfully modify sick sentences with repeated words and inappropriate words. Changing rhetorical questions into declarative sentences is also more solid and loses less points. It can be seen that the training of teachers in basic knowledge and skills is still in place.
4.99% students can correctly understand the content of the text, and choose words to connect different words according to the content of the text, with a high score rate; Can accumulate and recite excellent poems, famous sayings and wonderful fragments in and out of class, and answer correctly as required.
The proposition of this composition is close to the reality of students' life, and students can write with ease and have something to say. Most students can start with the little things in life. What's the point? Family, friendship, trust, time, food, money? And other topics, according to their own life experiences, such as one or two specific real cases to write, to express their inner feelings more smoothly. Among them, high-energy students' works are beautiful in literary grace, rich in language accumulation and strong in application ability, and the words, sentences and writing skills they have learned can be applied to express and reflect their unique inner feelings at a deeper level.
Second, the knowledge is relatively weak:
1, serious typo. The territory of typos involves four parts: listening test, accumulation and application, beneficial reading and clever writing. Most of them are mistakes such as homonym confusion, such as? Humanities? A mistake? Do people smell it? ,? Big? what's up Loss? A mistake? Huai and verve? ,? Impatient? A mistake? Anxiety? Wait a minute.
2. Students' language generalization ability is not strong. 30% students' generalization ability needs to be improved, and the main problem lies in the deviation of topic requirements, such as? What moved me most was the example cited in the article? Many students can not make a comprehensive summary, but take sentences or words out of context. The problems reflected by students reveal that teachers need to strengthen the guidance of reading methods in reading teaching.
3. Individual students have not developed the good habit of carefully examining questions, which leads to the phenomenon of missing questions and answering wrong questions. For example, some students missed the reading questions. Steal? Omitted the problem of word selection and pronunciation, and some students did not carefully examine the problem of word collocation, such as? Single-minded ()? And then what? One by one ()? Many students didn't pay attention? Land? Verbs need to be filled in after words, but nouns need to be filled in, which was also common in the past.
4.50% students can't use punctuation correctly, especially ellipsis and quotation marks. In practice, we also found that some students use punctuation marks indiscriminately, which shows that we should strengthen the training of punctuation marks at ordinary times.
5.30% students can't choose the correct pronunciation for polyphonic words according to the context, for example, in? Initial adversity? what's up Place? Word,? Free? what's up Empty? The wastage rate of these two problems is very high. Some students do not know how to correct inconsistent sentences.
6. Some students don't carefully examine the questions, fail to grasp one or two things to write, and have poor basic skills in composition. The composition is empty, the organization is chaotic, the sentences are not fluent, the writing is not detailed enough, and there are some phenomena of going through the motions. How to cherish? The experience is not deep enough.
Third, the future teaching improvement measures:
Starting from the positioning of test questions and the types of mistakes made by students in the test, this paper puts forward some problems that should be paid attention to in the future teaching.
1, strengthen the cultivation of good study habits, and urge students to correct bad habits such as sloppy reading, careful examination of questions, and unwillingness to check. The cultivation of study habits includes the cultivation of good reading and writing posture, writing habits, reading habits and the ability to examine questions. For example, let students form the good habit of reading the questions completely, read them several times and check them later.
2, a solid foundation, a variety of strategies to reduce the typo rate. Continue to attach importance to the combination of sound, form and meaning of Chinese characters to learn Chinese characters, so as to achieve accurate pronunciation and standardized writing. Help students distinguish homonyms from homographs in time, and strengthen the discrimination of polyphonic words in context. Let students master the correct usage of punctuation marks, and combine with reading teaching, let students strengthen training and improve the correct usage of punctuation marks.
3. Continue to urge students to recite famous sentences and kind words, so as to promote students' accumulation and application. Strengthen the cultivation of students' basic reading ability, the ability to grasp the ideological content of the text as a whole, the ability to understand the meaning of keywords, the ability to understand the text and the ability to summarize. It is necessary to guide students' interest from in-class to extracurricular reading, expand the scope of reading and increase the amount of reading.
4. Exercise teaching should pay attention to improving students' ability to write and revise their compositions, stimulate students' interest in writing, increase interesting writing practice opportunities, and let students write more interesting things and practice writing in forms that students are interested in. Classroom composition should pay attention to pre-class guidance and strengthen after-class evaluation and feedback. Pay attention to encouraging students to write personalized and creative articles to prevent plagiarism.
5. We should face all students and make efforts to make up for students with learning difficulties. In the usual teaching, students with learning difficulties should be taught in accordance with their aptitude, and the requirements should be lowered appropriately, so that underachievers can also enjoy the fun of success, so that they can catch up and achieve something.