High school Chinese midterm paper 1 teaching plan teaching objectives;
1. Summarize the main points of the answers and classify the questions through comments.
2. Analyze the reasons for losing marks on the paper, review similar questions, and summarize and master certain answering methods.
3. Check and fill in the gaps, help students overcome their self-confidence, build up their learning confidence, and cultivate their autonomous learning ability.
Teaching focus:
According to the reasons of losing points, the evaluation focuses are determined one by one, and the basic strategies to overcome these problems are taught to students to cultivate their autonomous learning ability.
Teaching difficulties:
The practice of changing questions helps students broaden their horizons and make them adapt to various new questions when they enter the examination room. Be confident and calm.
Teaching method: the combination of teaching and practice.
Learning method: improve ability in summary and improve in training.
Means: multimedia
Teaching process:
New lesson introduction: When a test paper is in hand, I think the first thing many students do is to look at the score, but what should they do when they know the score? I think it is just to calm down and think about why the exam is like this. In fact, not all the mistakes in the test paper are you won't. When you get the test paper, if you go back to the test center, then I believe many students will do a lot right immediately. Why? Because, after the exam, you all know that you made some mistakes accidentally. (watch it together, and pay attention to it everywhere if you want to see the truth. )
First, the test paper and score and loss analysis (not only can make students realize the progress, but also can make some students realize the shortcomings)
Second, summarize the reasons for the mistakes, re-check the test paper and revise it yourself.
1. Students check their papers and try to revise them themselves.
2. Report the changes and improve students' confidence.
Three. Analysis and comments on typical errors, classification of error causes.
Strengthen students' memory by guiding students to examine questions, and classify the causes of mistakes by analyzing wrong examples, so as to give students a good warning and avoid making such mistakes again.
Tip induction: choose the correct pronunciation for the added words.
1. Master the pronunciation of polyphonic words.
2. Correctly identify and distinguish the application of disyllabic words in sentences.
3. AC error correction
4. Typing practice
Inner Mongolia mēnɡ ménɡ měnɡ Deception Gate ɡ Enlightening Gate ɡ Rendering xuān xuàn Bypass yǔy dial b bá. Crossing y π n π n π embarrassing wéi wèi rules j ψ j τ I can't help but j τ j τ n friendship y τ n τ n τ n τ n τ n n n n n n n n n n n n n n n n n n n n n n n n n n n n n n n n n n n n n n n n n n n n n n n n n n n n n n n n n n n n n n n n n n n n n n n n n n n n n n n n n n n n n n n n n n n n n n n n n n n n n
Induction: the sixth question in the test paper, choose the correct explanation of the added words.
1. Analyze the wrong question. The main mistake of this question is that it cannot correctly explain the meaning of Chinese characters.
2. Master the method and understand the meaning of words.
3. Learn to modify yourself.
Expand your practice.
5. Stimulate the interest of autonomous learning
Pointing induction: reading questions of test papers
1. Error analysis, the main mistakes in the essay are mainly due to the students' incomplete understanding of the essay.
2. Cultivate reading habits (by summarizing the main contents of the article, guide students to read many times)
3. Let the students master the patrol questions and find sentences through the answers to the exercises. The method of solving problems by induction, generalization and simplification.
4. Apply what you have learned, and use the careful answers and application methods you have learned to modify the article yourself.
Conclusion: Never change its original religion. In order to improve the accuracy of answering questions, we must read the text carefully, have the habit of autonomous learning, and be good at learning new knowledge consciously and actively. As long as we do this, we can change with constancy!
Senior two Chinese mid-term exam papers comment on teaching plans II. First, talk about the teaching situation.
Effective test paper evaluation helps students to understand their own knowledge and ability level, check for missing items and improve their ability to analyze and solve problems; It can also let each student discover his own bright spots and advantages, and stimulate his enthusiasm for learning and thirst for knowledge. However, there are many inefficient or even ineffective teaching phenomena in the process of test paper evaluation, and some test paper evaluation teaching has entered the following misunderstandings:
1, pay attention to everything and ignore the primary and secondary needs. I am used to covering everything from the first question in the test paper to the end. This way of commenting is informative, but it lacks hierarchy and pertinence, takes a long time, and the classroom atmosphere is dull, which fetters students' thinking and leads to low classroom efficiency.
2. Pay attention to the presentation of conclusions and ignore the thinking process. Only the answers and conclusions are checked, and the thinking process is not presented, so that quite a few students know but don't know why.
3. Pay attention to one-way teaching and ignore students' participation. The whole teaching process lacks respect for students' experience and thinking, and students have few opportunities to express and communicate.
4, pay attention to knowledge induction, ignore the expansion and application. Pay attention to the induction and summary of knowledge and methods, but we can't arrange outward bound training in time according to the characteristics of students' memory accompanied by forgetting in the process of memory, which lacks effective consolidation of learning results.
Second, talk about teaching design
I think the following teaching strategies can make the teaching go out of the misunderstanding and make the test paper give full play to the role of the class.
1. Lock the teaching objectives and pay attention to students' needs.
The general principle is to shift the focus of lesson preparation from "preparing test questions" to "preparing students". Teachers should combine students' reality, carefully analyze extensive and complex knowledge points, make the test paper "for my use", keenly distinguish between primary and secondary, and lock in appropriate teaching objectives.
2. Guide independent inquiry and summarize laws and methods.
The examination paper lecture hall cannot be a teacher's lecture, but a group lecture hall for teacher-student communication and student-student communication. In the process of examination paper evaluation, students can't simply tell the conclusions and facts, but actively participate and have the opportunity to express their own thinking process, which is conducive to strengthening the correct way of thinking and making up for the defects of their own thinking methods.
3. Set up links to test questions skillfully to form a knowledge system.
An important feature of effective teaching is organization. Due to the limitation of test paper and time, it is impossible to cover all the knowledge learned. When marking papers, we should start from a "point", mobilize the accumulation of original knowledge, supplement new knowledge appropriately, and bring out "face".
Third, talk about teaching objectives.
According to the examination, I set the teaching objectives of this class as three.
1, voice analysis, translation, complete and coherent sentences and graphic conversion.
2. Standardize students' answers and standardize students' answers.
3. Take this exam to review and consolidate the old knowledge.
The key and difficult point is: let students compare their answers with reference answers, find out the shortcomings and know where the points are lost, so as to strengthen students' consciousness of standardizing answering questions. Objective To mobilize the enthusiasm of students, mobilize their enthusiasm.
Fourth, talk about teaching methods.
In this class, I mainly use the method of combining discussion with practice to teach. The key point is to make students think and discover, and then carry out related expansion exercises, so as to consolidate what they have learned.
Fifth, talk about the teaching process.
According to the teaching objectives, teaching difficulties and students' acceptance, with the help of multimedia courseware, I arranged this topic as follows: show the original questions and answers-show examples of students' answers-students analyze and compare their feelings-practice and consolidate four sections. Teachers should change their learning methods, from necessary traction to letting go, and then to students' "autonomy, cooperation and inquiry" to build a harmonious, equal and interactive Chinese classroom between teachers and students.
(1) Introduction: Although we passed the exam, its influence on us has not disappeared. In this lesson, let's review four questions with more questions, which I believe will be of great benefit to future study.
(2) show me the ancient poems:
(3) Teacher analysis:
Expansion and improvement:
Teacher's summary: To review polyphonic words, we should strengthen the memory of words that are easy to remember wrong.
Check the pronunciation of consolidation exercises.
(five) to produce the original translation and reference answers.
(6) The teacher explains stepping on the spot: ignorance, litigation, verticality, poverty and governance. One point per person.
Then arrange students' activities, grade several students' answers, and urge students to pay attention to the problems that should be paid attention to when answering questions.
Student answers
Language use problems:
The following sentence is incoherent, please add the necessary words to make it complete and coherent. (4 points)
We can look at this material composition problem by finding the reason: what supports the expedition members to get out of the desert? We will find that it is spirit and hope.
A: Add _ _ _ _ _ _ _ _ _ _ _.
Reference answer: Through the analysis before or after the second "we"
(7) Classical Chinese class:
(8) Arrange students' activities and do exercises:
Fill in the following four sentences in the correct order in the horizontal line (only fill in the serial number), and fill in the same conjunctions in brackets to make them semantically coherent paragraphs.
Everything goes too far, _ _ _ _ _ _, () becomes wise and self-protective, () becomes sleek and sophisticated, and () becomes clear from right.
(1) beyond this level.
(2) The truth beyond one step is fallacy.
(3) commendable maturity may go another way.
(4) Maturity is also to be measured.
Answer: 24 13 or (or) (or)
(9), the teacher class summary:
Every exam is not about what you have mastered, but about what you haven't mastered. The main purpose of the exam is to check for leaks and make up for vacancies. The four problems involved in this exam (pronunciation, sentence integrity and coherence, translation, graphic conversion) can be said to have poked our weakness. Through this exam, we should consciously strengthen the review of the following four aspects.
Senior two Chinese midterm examination papers comment on teaching plan 3 teaching content;
The first unit test paper analysis, the fourth grade Chinese test paper comments on the first semester teaching plan
Teaching objectives:
1, knowledge goal: through the comments on the test paper, find out the knowledge points that students don't understand or master, and do a good job of checking leaks and filling gaps.
2, ability goal:
(1) Cultivate students' comprehensive analytical ability and language expression ability.
(2) The principle of cultivating students' answering norms and skills.
3. Moral education goal: educate students to carefully examine questions and develop good habits.
Teaching emphasis: the use of related words; Modify sick sentences; Reading.
Teaching difficulties: modifying sick sentences; Rewrite the sentence.
Teaching methods: explanation, practice and discussion.
Teaching aid: projection
Course Type: Examination Paper Analysis Course
Teaching process:
Firstly, the paper analyzes:
There are ten questions in the test paper, of which words account for 23 points, sentences for 30 points, paragraph training for 5 points, reading for 16 points and composition for 25 points. Generally speaking, the number of questions is moderate, but it is difficult. Many students didn't do well in the exam, and more than 90% of them were even less.
Second, the problems existing in the problems and the analysis of the problems:
1, words:
(1) The first question, most students can do it well, and two thirds of them are correct. Among them, there are many mistakes: "Shu" (hereinafter referred to as "cloud"), "shuttlecock" (hereinafter referred to as "blanket") and "thin" (written beside the word "light").
(2) Students' completion of the second group of words is not satisfactory, mainly because there are more mistakes in "word linking" and spelling mistakes.
(3) Most students can do the sideline of the third question correctly, but some students misplace "clear spring water" and "clear handwriting".
2. Sentence:
(1) Fill in the appropriate related words in the fourth question. Students make many mistakes, mainly because they don't understand the meaning of the question and don't write related words as required. Many students regard this question as a general supplementary sentence, but it is not a related word.
(2) Complete the fifth sentence. Most students can finish it correctly, but they are careless. Many students write typos, and some students don't add punctuation.
(3) Rewrite the sixth question, so that students can better complete the first two questions ("Ba" sentence and "Bei" sentence), and the last two questions are changed into rhetorical questions, so that more students make mistakes. It can be seen that many students have not mastered the method of rewriting rhetorical questions. This problem should be explained as a key point.
(4) In the seventh question, students make more mistakes, mainly in the third question. There are two answers: ① Premier Zhou's spirit is worth learning. Premier Zhou is an example for us to learn from.
3. Exercise in the paragraph:
The eighth question arranges paragraphs, most students can do it right, and some students are almost all wrong because of their poor logical thinking.
Step 4 read:
Question 9: Reading the passage, the students didn't do well enough, and many points were deducted. The reasons are: (1) not careful in reviewing the questions, not doing as required, or not doing them; (2) The method of segmentation is not mastered, and some students are divided in the middle of sentences; (3) Poor reading ability, unable to understand the content of the article and answer the questions correctly.
5. Composition:
Because the composition is a composition topic written by unit practice, most students can write as required, but overall, the content is relatively dull, the length is short, and some students scribble.
Third, summarize the problems that should be paid attention to in reviewing and answering questions in the future:
1, continue to strengthen the consolidation of basic knowledge, especially the mastery of new words.
2. We should strengthen the training of sentences, especially the use of related words and the training of modifying sick sentences.
3. Strengthen reading training.
4. Cultivate students' habit of careful examination and examination.
Fourth, homework:
Correct the mistakes in the test paper and redo questions 4, 6 and 7.
Postscript of teaching:
1: Students can correct and correctly master relevant knowledge and realize their own shortcomings by commenting on test papers. However, some students don't do well in rewriting rhetorical questions and need more practice.
2. By commenting on the test paper, students can correct and correctly master relevant knowledge and realize their own shortcomings. If you know how to do it well enough, you should strengthen your practice in the future.
3. Through the analysis of the examination paper, students found some problems in their own exams and can correct them. However, students still have great difficulties in reading, mainly because the segmentation and summary are not accurate enough. Some students don't take exams seriously.
4. Through the evaluation of the test paper, most students can correct their wrong answers and accumulate many answering methods. However, some students have many obstacles in doing reading problems because of their poor reading ability and little vocabulary accumulation.
Senior two Chinese mid-term exam papers comment on teaching plan 4 teaching content:
Typical wrong questions in examination papers and targeted expansion exercises.
Teaching objectives:
1. Analyze the typical wrong questions in the test paper and find out the reasons for the mistakes.
2. Carry out exercises to expand the wrong questions and improve students' ability to solve and analyze problems.
3. Teach students learning methods and improve their learning ability.
Teaching emphases and difficulties:
Find out the problems in the test paper and find out the reasons and shortcomings of your mistakes. Analyze the causes of students' mistakes and improve their ability to solve problems.
Teaching process:
First, the overall review, introduce the overall situation of this exercise.
Last Friday, we had a mid-term exam. The overall situation of our class is as follows: 22 students are excellent, 15 students are good and 4 students are very unsatisfactory. Mentally estimate my position in the class. Good students need to strive for perfection and tell everyone your good methods after class. Don't be discouraged if you don't do well in the exam. Think about the reasons for your mistakes, check the gaps, and be careful not to make the same mistakes again next time.
Second, the self-analysis test paper
Teacher: Let's analyze this paper together.
1. Look at the test paper first and see which questions you can do, but you will lose points. Correct the wrong questions on the test paper first, or don't change them. We will help you later, and the teacher will give you three minutes. Think about how many sections our test paper can be divided into.
2. Student feedback: 3. Read, write, read and write.
3. Discuss the problems you haven't solved in groups.
Teacher: Just now we have revised what we want to revise, so what can't be revised? (roll call) We will solve it as soon as we arrive.
Third, comment on typical wrong questions
(1) Ask the students to find out which question is most likely to make mistakes.
Please tell me what you thought when you did this problem. (Let the right students talk about good practices)
(3) Give inferences and explain the corresponding exercises.
(4), the basic part of the typical wrong question
Choose the correct meaning of the dotted word and fill in the number in brackets.
5. Choose words to fill in the blanks.
Go on, go on, go on.
1, the game was quite fierce, and it took three hours to decide the winner.
After school, the students walked out of the campus and went home.
After supper, I finished my homework carefully.
(1) Let the students talk about the differences between these four words.
1, "continue" has the meaning of commitment, that is, the last (next) behavior or activity is the continuation of the previous (previous) behavior or activity, which is mainly used before verbs or verb phrases to indicate "dynamic".
2. Continuity pays more attention to the feature of "repetition", that is, there is no change in the dynamic or static state before and after, just repetition. If someone keeps making mistakes, it means that someone keeps making mistakes. Although the content of the error may be different, the act of "making a mistake" itself is repetitive.
3. Persistence means the maintenance of a state, emphasizing its "static" characteristics. Such as high temperature, low temperature or drought in the climate.
4. Succession has two meanings. One is first, then intermittent, and the other is continuous connection.
(2) Correct this question on the test paper by yourself, and the teachers patrol to help students who have difficulties.
(3) Supplementary extracurricular exercises:
I must (continue) to do the work I left unfinished yesterday today.
I made (continuous) mistakes in the unit test and mid-term test of this topic.
The weather has been very hot these days.
Near the office hours, my colleague appeared.
Senior two Chinese mid-term exam papers comment teaching plan 5 comment content
I can write and fill in words, I will choose, write words as they are, fill in the blanks with words, rewrite sentences as required, read and practice.
A comprehensive analysis of the examination situation, from basic knowledge to reading to composition, is closely related to books. On the basis of examining basic knowledge, we also pay attention to the assessment of understanding ability and application ability. It can be said that the scope of this paper has been from point to surface, which has well examined students' Chinese literacy. The story of Two Crows is novel in material selection and reasonable in questions, which fully embodies students' reading ability.
* * *, there are 33 students in the class, and there are 30 students who took the exam, including 15 excellent students, 10 good students and 5 candidates. Wang Shengkai, Liu Xiaoxue and Liu Jinghua didn't take the exam because of illness.
Replies and measures taken
The first problem is to read pinyin and write words. Many students made the mistake of "encouraging", "getting rich" and "immediately". This is the word that made a mistake this time.
The second problem is to complete the word. The students have a good grasp, but there are some typos. Write the listless and cheerful "Cai" colorful.
It is good to choose the correct pronunciation for the third question, but many of their classmates are confused. (two) not (beam)
The fourth question is how to write words. ABB-style words are firmly remembered by students and can be answered well.
The fifth question is the content of the San Zi Jing. The performances of Yuan Junquan and Liu Shuo are not satisfactory, and they can't recite skillfully at all, so they can't write relevant contents from memory.
Choose words to fill in the blanks in the sixth question. You can do all the related words, but the words praise and approval are not easy to understand, and not many students can get them all right.
Question 7: Rewrite the sentence as required. The rewriting of figurative sentences is not skilled enough.
The eighth problem is reading. This kind of reading can reflect students' reading ability. It is good to fill in the appropriate sentences on the horizontal line in Two Crows. But the students' questions are not very good, which fully proves that they have not studied enough.
Question 9: Composition, who impressed you the most in your life?
Test reflex
Reflecting on this test paper, as a teacher, I think there are several points that need to be done well in normal teaching:
The usage of 1, "like" and "agree" should be explained centrally.
2. Rewrite figurative sentences and strengthen practice.
3. Keep practicing the method of looking up the dictionary.
4, reading must master a certain method, read more, only after reading, can you find the answer to each question. Reading in grade three is not difficult, and you can find the answer directly from the text. After reading this story, what do you want to say to the crow brothers? Advice is hard to listen to.
Compensation exercise
First, I'm a little smart.
In the word order search method of "false" in No Thinking, we should first look up the letters (), the radicals () and then the pictures (). The correct pronunciation of this word is (), which means () in this word.
Second, I string words into sentences. Connect the following words into sentences and mark them with punctuation marks. )
(1) cherish today's _ _ _ _ _ _ _ _ _ _ _ _ _.
(2) It is very cold in winter in northern China _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
(3) Give not only lollipops, but also love her. We are very kind.
Third, the wonderful playback of the text. Fill in the blanks according to the text. )
(1) Eiko wrote to me and said, "I will never () applaud. () This made me understand that my classmates didn't () me. Everyone's applause gave me a big (), let me summon up courage () to face life. "
(2) The girl () said simply, "If you have (), let others have ()."
(3) After learning this unit, I made many new friends: () Eiko, () GIA Jin, () Charlie ... I want to say to () most:
Fourth, write a few metaphors that you like urgently and communicate with your classmates.
leave out
Senior two Chinese mid-term exam papers review teaching plan 6 I. Teaching objectives:
1, knowledge target:
① Pronunciation of words;
② Consolidation and dictation of China's classical poems.
2, ability goal:
(1) Learn the specific methods of imitating sentences;
(2) Master the method of doing material inquiry questions;
③ Improve the reading level of modern literature;
④ Pay attention to the examination of questions and the composition of materials in the writing process.
3, emotional attitude goal: cultivate a serious attitude, good study and test habits.
Second, the teaching emphasis and difficulty:
Teaching Focus: Goals 2 and 3
Difficulties: how to read the modern text, organize the reading answers of the modern text according to the original text, and examine the questions and deduct points in the composition.
Teaching hours: 3 hours
Third, preparation before class
1. Statistics: Accurate statistics are to know the grades, test papers and students. Understand the average score, pass rate, excellent rate, low score, highest grade score and highest class score of the whole set of papers, and also count the score rate of each question and section. Its purpose is to make good use of the detection function of the test paper, carefully analyze the reasons for losing points in the test questions with low scoring rate, and find out the loopholes or weak links in teaching in time.
2. Analysis and comparison: According to the typical mistakes in the test questions, study the students' test papers, try to figure out the students' answering ideas, find problems, and use the test papers to better guide future teaching. Be sure to compare in many ways, either in the same class or through the comparative analysis of this exam and the last exam.
3. Clear purpose:
(1) Error correction-Correct all kinds of mistakes in students' answers and master the correct solutions.
(2) Gain and loss analysis-guide students to learn to study and learn to take exams through marking.
(3) Find out the gap-let students realize the gap between themselves and others, their own learning practice and learning ability.
④ Refining and generalizing-further summarizing knowledge and methods, and understanding what you have learned from the perspective of Chinese thinking.
Fourth, the teaching process
Basic comments of the first class
Comments on the accumulation and application of the examination paper (25 points) in classical Chinese reading (10)
First, students revise their papers and analyze the reasons for the mistakes.
Second, teachers and students mark papers.
Pronunciation error, font error, idiom error, famous book error, ancient poetry dictation error, classical Chinese content word interpretation error, sentence translation error, question and answer error are all individual phenomena. Find the students who made mistakes and explain the answers clearly, focusing on the source of the answers, so that students can "know why" and "know why".
The teacher focused on the common mistakes in the class.
(1) Classical Chinese is polysemy, focusing on the subtle differences of words.
(2) Ill sentences focus on the types of ill sentences (special training was conducted to modify ill sentences before the exam) to guide students to standardize the language.
(3) The concrete standard of parody should be stated, that is, the combination of form, case and meaning.
The specific criteria are: parody should basically or completely conform to the structure and sentence pattern of the parody sentence, which is the first criterion of "form"; Parody sentences should conform to the figures of speech of parody sentences, which is the second criterion to become "case"; The content of parody sentences must meet the content requirements of the provided paragraphs, which is the third standard "meaning" ("meaning" can be understood as context or artistic conception or situation or central meaning).
(4) Contextual issues should talk about opinions and reasons according to the context. The teacher should explain the requirements of answering questions, that is, the point of view is clear and the reasons are sufficient. When explaining the reasons, we should pay attention to the best multi-angles, from primary to secondary, in line with the number of words. Then ask the students to revise their answers one by one according to the requirements, and add the good reasons of other students. Finally, exchange and record the positive and negative answers.
Third, teachers and students analyze and summarize, looking for ways to solve the problem.
1. Error reasons: nervous examination, poor memory of basic knowledge, careless writing, inattention in examination, and improper answering methods.
2. Improvement measures: correct attitude, clear methods, special training and gradual improvement.
Fourth, consolidate and improve the assignments.
1. Two parodies.
2. A contextual problem.