A brief analysis of the test questions
1. The structure of test questions and the distribution of knowledge points can closely follow the new syllabus, fully embody the concept of Chinese curriculum standards, advocate and examine students' ability of independent reading and research reading, and make appropriate expansion and extension by class. This paper is a useful attempt to improve students' Chinese level and practical ability, and points out the direction for implementing classroom teaching according to the needs of students' personality development in the future. But there are some ability expansion questions that make students very helpless. ? The first part of the test paper is the accumulation and application of language, with a score of *** 28, which mainly examines students' reciting, reciting ancient poems, reading famous works, oral communication ability and comprehensive practice. ? The second part is reading comprehension, ***28 points. It mainly examines students' ability to understand, use, analyze and summarize. Beautiful articles and novel questions, especially the traditional culture of China ―― weeping willows and rice paper! It also embodies the new concept of "attaching importance to ability, process method and emotional attitude and values" in Chinese curriculum standards. The third part is reading ancient poems, and the score is *** 14. One is "Excerpts from the Story of Xiaoshitang" read in class, and the other is the volume 160 of Old Tang Book in classical Chinese after class, both of which are lyric articles about scenery. The polysemy of notional words in classical Chinese, the translation of sentences and the understanding of text content were investigated. Poetry appreciation is a fisherman's pride. Examine thoughts and feelings and appreciation of famous sentences. The fourth part is composition, ***50 points. The topic is one of the semi-propositional compositions. The topic itself conforms to the actual life of students, leaving a certain space for students to think and imagine. For those big, useless and insipid topic compositions, it is more in line with the requirements of Chinese curriculum standards. The number of words in the composition is not less than 600 words.
2. The characteristics of the test questions This test proposition can be guided by the Chinese curriculum standards, pay attention to the examination of knowledge and skills, pay attention to the infiltration of humanistic spirit and the concept of curriculum reform, and emphasize the individuality and creativity of Chinese learning, which better embodies the spirit of the Ministry of Education that "the Chinese test should focus on examining students' reading ability and expression ability".
Second, the examination situation analysis.
The full mark of this exam is 120. The test consists of four parts: 1. Accumulation and application (28 points); The second part is reading comprehension (28 points), the third part is reading ancient poems (14 points), and the fourth part is composition (40 points). Judging from the students' examination situation, it is not ideal, especially the high score is too low and the low score is too much. In the two classes I teach, there are only three people with more than 90 points (the same three people in Class 3, Grade 9 in the whole school); There are 7 people in Class 1 and 9 people in Class 2, with 80 points. The low score rate is the highest in history. Eliminate the subjectivity of online marking and the objective factors that the overall level of Chinese performance in the county is not high. I think it is still directly related to students' Chinese literacy. It is manifested in low writing level, poor reading comprehension and boring composition.
Third, reflect the problems and shortcomings in teaching and learning (1). At present, the "double basics" training for students in teaching is not solid enough; ? (2) Teachers lack an overall rational understanding of students' Chinese learning psychology and process, especially the consistency and systematicness of language ability training from in-class to out-of-class; ? (3) Chinese teaching pays more attention to the classroom and less attention to extracurricular activities; Pay more attention to textbooks and less attention to life; (4) Students' enthusiasm for learning Chinese is not high as a whole; ? (5)? Composition teaching and training level is not high, mechanical, lack of vitality. ? (6) Students' low interest in learning, poor study habits and poor learning ability are the main factors that restrict the overall level.
? Suggestions on future pedagogy 1. Conform to the curriculum reform and strive to build an open and dynamic Chinese curriculum. Teachers pay attention to learning, think about Chinese teaching as a whole, base themselves on the classroom and look outside the classroom. "It is necessary to broaden the fields of Chinese learning and application, pay attention to interdisciplinary learning and the application of modern scientific and technological means, and let students broaden their horizons in the intersection, infiltration and integration of different contents and methods." Improve learning efficiency. "2. Renew ideas and create a vibrant Chinese classroom. Based on reality, select teaching content, highlight key points, and actively advocate independent, cooperative and inquiry learning methods, so that students can really learn the rules in class. While paying attention to double basics, let the classroom be full of vitality, so that students' interest in learning Chinese will be high, and topics with low scores will become topics with high scores. 3. Strengthen the guidance of students' extracurricular reading. Can make students benefit from extracurricular activities. Actively create conditions to strengthen students' extracurricular reading, study how to strengthen the guidance of extracurricular reading, and suggest designing creative Chinese practice activities as a whole to promote and enrich extracurricular reading. ? 4. Strengthen composition teaching and "reading and writing" teaching. The teaching reform of "reading and writing" is relatively backward, and the curriculum standards put forward more requirements for junior high schools. Standardizing writing is the embodiment of loving the language of the motherland, and activities promote and enrich extracurricular reading. Only by strengthening composition teaching can students write energetic articles. In short, every exam will leave us with many valuable experiences and lessons. As long as we seriously reflect, learn lessons, sum up experience, guide and practice attentively in teaching, we will certainly hand in a satisfactory answer sheet in future exams.