Teacher teaching: Analysis of the eighth-grade Chinese final examination paper
This proposition is based on the "Chinese Curriculum Standards", focusing on the examination of basic knowledge and basic skills of the subject, focusing on the humanistic spirit and new The penetration of the curriculum reform concept emphasizes the requirements for individualization and creativity in Chinese learning, which better reflects the spirit of the Ministry of Education that "Chinese examinations should focus on testing students' reading ability and expression ability."
This test question is worth 120 points and the test time is 100 minutes. A total of 84 people took the exam, with the highest score being 98 points, the lowest score being 36 points, and the average score being 68 points.
This test paper*** consists of three parts:
1. Accumulation and application (24 points);
2. Reading (46 points)
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1. Classical Chinese reading (15 points), 2. Modern Chinese reading (26 points);
3. Composition (50 points). We adopted a sampling method to analyze the answers to this test paper in order to accurately understand the students' mastery of knowledge and better carry out teaching work.
The first part is accumulation and application, with two main sections: filling in the blanks of ancient poems and filling in the blanks of classics. Dictation of famous sentences from ancient poems and essays is an important question type that has been examined in recent years, and is also a focus of examination in academic examinations. This type of question generally has three types: mechanical dictation, that is, the previous sentence is given and the next sentence is required to be written. Or give the next sentence and ask to fill in the previous sentence; comprehension-type dictation means giving an understanding of the relevant verses and asking to write related verses; application-type dictation means giving a certain background and filling in the verses as required. The first type is a compulsory question type.
The second part is reading. There are two test questions for this question, namely in-class reading and extra-curricular reading. The choice in class is The classical Chinese text "Inscription on a Humble Room" and the modern text "How Metal Can Resist the Cold" and "3,000 Jin of Conscience". Overall, students answered the questions well, with an accuracy rate of 83%. However, the details of answering questions revealed the students' lack of reading ability.
The problem with classical Chinese reading is that students’ classical Chinese foundation is not solid. Some students were not clear about the explanation of "Suqin". The translation of two classical Chinese sentences cannot be explained; for the modern reading outside class, the overall feeling is that the students' reading level in the examination room is still not deep or detailed, which makes the answers to the questions very incomplete or not very comprehensive. Get to the point.
Lack of language expression skills. Poor reading comprehension and comprehensive analysis ability is an important reason for losing many points in reading questions. This is not only reflected in the answers to language usage questions in the first part that test students' ability to use Chinese knowledge to solve practical problems, but also in the expression of answers to reading questions and the composition of essays such as grasping the main idea of ??the article and summarizing information through reading materials. language expression. Students who do not accurately express what they are thinking will not receive points. Especially the question and answer questions highlight the test of students' reading expression ability and unique experience, while also paying attention to the test of reading methods and inquiry consciousness. The test questions are tested from the perspectives of word recognition and reading, word and sentence understanding, information screening, textual meaning summary, the relationship between the center and the material, the meaning and function of the sentence, and the ability to feel, experience, and taste. For example, modern literature in class.
The most unsatisfactory answer in the reading was question 13. From this question, it can be seen that the students have not mastered the knowledge of argumentative essays well, and they are not good at finding arguments. This is due to the teacher's It should be a point of attention in teaching.
Judging from the answers to the questions, the basic knowledge is not firmly grasped. Some of the most basic questions such as the recognition and reading of words, the use of words, the use of rhetorical methods and expressions have lost a lot of points, but the more outstanding ones are It is the inability to correctly grasp the main idea of ??the article, the inability to accurately understand the meaning of words and sentences in the article; the inability to accurately extract the necessary information, that is, the inability to grasp the question and the location of the answer information, that is, the inability to grasp the characteristics of the question. Use language based on understanding language with rich imagination and association. There are many answers, but the key points are not captured.
The third part is a semi-propositional composition. Taking "Gratitude——" as the topic, this composition student has a deeper experience, has something to say, and has more sincere feelings, but lacks profound expression, that is, he does not know how to express his feelings and does not know how to express his feelings in details. embody the characters’ emotions. The reading scope is narrow, the materials used are not very novel, and many students’ materials seem old-fashioned. Abuse of words, unclear sentences, and lack of language. It is not possible to highlight the main point with the help of some effective expressions.
For candidates, the topic composition writing has a wider range of choices, greater flexibility and greater freedom. The composition questions in the examination paper do not set barriers to examination, and downplay the stylistic requirements. There is greater freedom of choice in formulating the questions, establishing the center, choosing the style, and using the writing methods. We advocate diverse and individual thinking, and encourage students to learn from different angles. Be creative and boldly express your unique feelings and experiences. However, many students are not sure about this requirement. They draft their own topics, decide on their own ideas, and choose their own style. The selected materials must not deviate from the theme or topic, and the style must be clear and not inconsistent. The language in the composition is false and empty, lacking true feelings.
In this test, there are both improvements and shortcomings
Progress: After more than one semester of study, students have improved in reciting and imitating sentences of classical Chinese poems. There has been great progress in aspects such as ability and perspective-taking, etc. We must continue to persist in the study and training of these most basic knowledge of Chinese language.
Disadvantages:
1. It is written silently in classical Chinese, and students have high vision but low ability. After filling in the original sentences of the poem according to the prompts, very few students got full marks. The reason was not that the students couldn't memorize it, but that they had high ambitions and low abilities. The judging criteria for this type of questions are very strict, and a single wrong word counts as a mistake.
2 Students have insufficient awareness and understanding of question review.
3. The composition scores are generally not high. Composition has always been the biggest constraint on excellent performance in Chinese language. It is also a long-standing difficulty in Chinese language. Very few eighth-grade students can score 50 points in composition, which is really psychologically unpleasant.
Teaching inspiration:
1. Update teaching concepts and explore scientific and effective teaching methods. Chinese teachers must change their role from imparters of knowledge to guides and promoters of learning methods. They must encourage students to think independently and have the courage to explore. They must emphasize the process of learning rather than just the results of learning. Change the stylized teaching methods and actively explore teaching methods and teaching strategies that are conducive to stimulating students' interest in learning and improving classroom efficiency.
2. Broaden knowledge horizons and enhance conscious and active reading awareness. The tasks of Chinese language teaching are very heavy and broad: cultivating students' love for the motherland's language, guiding students to focus on cultural accumulation and cultivating their sense of language, cultivating students' ability to think independently and their awareness of initiative and innovation, etc. These tasks of Chinese teaching show that improving students' Chinese literacy is far beyond the scope of classroom and textbook content alone. Students have typos in answering questions, mistakes in dictation of ancient poems, lack of basic literary knowledge, and quotations of famous quotes in writing. There are few examples, the examples are all the same, etc., which all show that we usually do not pay enough attention to the accumulation of multiple aspects in reading teaching. Therefore, students must be guided to seek time outside class, expand their reading coverage, expand their knowledge horizons, and enrich their language accumulation; at the same time, teachers themselves must also strengthen their learning, constantly "recharge", and reserve capital that can guide students' reading to truly improve students' Chinese literacy .
3. Pay attention to basic knowledge and strengthen solid and effective skills training. Knowledge learning and ability cultivation have always been a topic of concern in Chinese teaching research, and both must be addressed simultaneously. The answers to the test papers are enough to prove that knowledge and ability are equally important. Grasping the "double base" is a pragmatic project. Only pragmatism can lead to innovation. For example, in writing, the most prominent current situation is that most students have poor basic writing skills and lack basic "standards". Therefore, teachers must follow the requirements of the "Chinese Curriculum Standards", actively participate in curriculum reform, and correctly understand that a large number of students have poor language expression. The best current situation, creative use of teaching materials to help students lay a solid foundation and improve their abilities. In class, we must give full play to the example role of the text, start from the small and bottom, and carry out scientific and orderly solid training. There will be less large essays with only one topic and more targeted short essays and other fragmented exercises. Carefully guide, pay attention to the process, develop good writing habits, and master proper writing methods. Outside of class, teachers should encourage and lead students to go deep into life, actively participate in comprehensive Chinese learning, pay attention to society and nature, so that they can have more practical opportunities and more life accumulation. At the same time, teachers should strongly encourage students to write diaries, weekly journals or essays to This is used to reflect their thoughts, words and deeds, record their life trajectory, express their attitudes towards people and things, describe all aspects of school, family and even society, and encourage them to tell the truth, express their true feelings, and learn to be real people.
4. Change teaching evaluation and focus on students’ creative answers. Under the new curriculum reform, teachers should not only pay attention to the teaching of knowledge, but also establish a sense of curriculum goals for the development of all students, for the all-round development of students, and for the development of students' personality. Construct a scientific evaluation consciousness that is people-oriented, promotes people's all-round development
and personality development, and gives full play to the multiple functions of evaluation, such as inspection, diagnosis, guidance, feedback, and motivation.
In short, this final exam for eighth-grade Chinese subjects was very successful. The test content followed the positioning and basic concepts of the new curriculum standard on the nature of Chinese courses. In a Chinese test paper, it strives to reflect "Chinese courses should Committed to the formation and development of students’ Chinese literacy. Chinese literacy is the basis for students to learn other courses well, and is also the basis for students’ development and lifelong development, and has achieved good results. As a means of testing teaching effectiveness, this examination's evaluation function is not only reflected in value judgment, but also in value orientation.