Chinese test paper analysis

For students, examinations are an evaluation criterion for their learning quality and are also a basic indicator for students’ self-evaluation. The following is an analysis of the Chinese test papers that I have compiled for you. Welcome to check it out.

Chinese test paper analysis The new "Chinese Curriculum Standards" clearly stipulates the overall goals of the Chinese curriculum in the compulsory education stage and the sub-goals of the four school stages, and covers emotions and attitudes, processes and methods, knowledge and skills Three aspects are elaborated. From this, we try to analyze the quality of the eleventh Chinese language final exam from three aspects.

1. Knowledge and Skills

(1) Performance Overview

The test papers set by the primary school teaching and research office focus on testing students’ basic knowledge and basic skills, and also take into account Examination of processes and methods, emotions, attitudes, and values. The test score statistics are as follows:

Total number of students Number of test takers Average score Excellent rate Pass rate Waiting to pass rate 39 points or less

18032 17965 99.63% 78.98 53.99% 94.65% 6.71% 0.73 %

　(2) Analysis of each section

The entire test paper is divided into four sections: literacy and writing, accumulation and reading, Chinese practice and composition. The section-by-section analysis is as follows:

1. Literacy and writing

The test questions include reading pinyin and writing words (written in the Tianzi grid), completing the words and correcting the other words in the following sentences Three question types. Judging from the test paper, the students have a good grasp of literacy, with an accuracy rate of over 92%.

What needs to be pointed out is that the writing is still relatively weak, the handwriting is not standardized, the handwriting is scrawled, the paper surface is not neat, and there are many test papers that use correction fluid.

2. Accumulation·Reading

The test questions include word matching, writing words with the meaning of "thinking", dictation, filling in the blanks, writing the meaning of classical Chinese sentences, and reading short passages for homework, etc. Question type.

Judging from the test paper, the accumulation part was done well. Few points were lost for dictation and filling in the blanks. The most points were lost for requiring students to write no less than six words with the meaning of "thinking". This question does not appear in the textbooks and final exercises. It depends entirely on the students' daily accumulation. Many students cannot write 6 questions. The reasons are, firstly, insufficient accumulation of vocabulary, and secondly, influenced by the fixed mindset. When I see "thinking", I think of words that must be written with two syllables, or words starting with the word "thinking", so I can't think of 6 words at the moment. .

There are three questions in the *** test of reading ability. The first is to write antonyms, the second is to use the method of asking questions to understand the meaning (or expression method) of the sentence, and the third is to understand the truth of the article. . Overall, the score rate for this question is roughly around 40%. Failure to understand the deeper meaning of sentences and passages is the main reason for losing marks.

(3) Chinese language practice

The topic is to write a few words of gratitude and blessing to mother or father. Most students can write according to the requirements of the topic, but they can be sincere and sincere. Not many people are impressed.

(4) Composition

The test format is a propositional composition "One of my Moves". Judging from the students' compositions, most of them write about things and can write about something that moved them. thing. However, there are very few people who can write about how they were moved in a certain scene, or how they were moved when faced with a certain scenery, which shows that the students' thinking is not broad enough. The narrative of the incident is clear, but not many people can write about their own feelings. Students haven’t really mastered how to express their feelings.

Based on the above analysis, students have a good grasp of basic knowledge but a poor grasp of basic skills (reading and writing skills).

2. Process and Method

Question 2 of Question 9 (Read the passage and do homework) "Read the underlined sentence, ask a question yourself, and answer the question yourself", meaning It tests students' ability to ask and solve problems, and their ability to understand the meaning contained in sentences. From the process of answering this question, we can see the students' reading process and methods.

The first is to determine the scope of the question and within which scope to ask the question. This is an idea that should be grasped when asking the question. The question requirement is "read the sentence with a horizontal line". It can be seen that the question can only be asked on this sentence with a horizontal line. , and you can't just raise it as you want; the second is to grasp the depth of the question, read the sentence, answer the question, of course, use this method to understand the meaning of the sentence or the expression method used, not just the literal meaning. Judging from the paper, there are several situations: first, the question is asked from the perspective of understanding the literal meaning, which can also be divided into the main meaning and secondary meaning of the literal; second, the question is asked from the perspective of understanding the meaning or expression method in the sentence. Judging from the test paper, about 70% of the questions can be asked about the underlined sentences, nearly 60% of the questions can be asked about the literal meaning, about 40% of the questions can be asked about the meaning contained in the sentence, and about 40% can be asked about the expression method of the sentence. of about 4%.

It must be pointed out that students’ reading process and methods are positively related to their scores. If they can ask questions about the underlined sentences, the meaning of the sentences or the method of expression, the scoring rate will be high, otherwise they will lose points seriously.

3. Emotions, attitudes, and values ??

There is still a lack of practical methods for testing students’ emotions, attitudes, and values ??with one paper. However, to some extent, it is still possible to try to analyze students' emotions and attitudes in learning Chinese from the paper.

Students have good literacy skills but poor writing skills. It can be seen that students attach great importance to literacy but not so much to writing. The reasons are: First, they may think that literacy is important, and whether the writing is beautiful or not is not so important. It’s important, as long as it can be understood. Students also mastered the accumulation part well, which shows that students attach great importance to reading and memorizing and have worked hard. From the perspective of composition, students have a clear understanding of the connection between composition and life. The examples chosen are all What moves you will also move others. Judging from the responses to the question "Write a few words of gratitude and blessing to your mother or father", it can be seen that the students' humanistic qualities have improved and their filial piety is touching.

IV. Reflections and Suggestions

1. Continue to pay attention to literacy and accumulation

In this exam, the literacy and accumulation part scored the highest, indicating that students have mastered Get the best. We cannot relax in this regard, but must continue to pay attention to literacy and accumulation. In the teaching and review of the twelve volumes, we must use decentralized and concentrated methods to check students' mastery of 2,500 common words, and encourage students to memorize large paragraphs. The text, the whole text.

2. Develop reading ability based on the classroom

The reading part has always lost serious points, and this exam is no exception. Improving students' reading ability must be based on classroom and textbooks, rather than relying on a large number of reading exercises outside class. This is common sense, but it has not attracted enough attention. When teaching intensive reading classes, teachers should provide guidance on learning methods based on the characteristics of the textbooks; when teaching skimming classes, teachers should be more hands-off and allow students to learn independently using the methods learned in intensive reading classes. To cultivate students' basic reading abilities, firstly, the ability to grasp the ideological content of the text as a whole; secondly, the ability to appreciate the meaning of words and sentences; thirdly, the ability to understand the expression method of the text; fourthly, the ability to ask and answer questions by oneself.

3. When teaching compositions, we must work hard on the order of Wen Cong, that is, "smoothness". The above requirements, the majority of students have to meet the requirement of "not less than 400 words of Wen Cong" "Composition", "fluent", that is, it must be written in a certain order, centered on one idea, and the sentences must have no obvious flaws. The key point is to write a good narrative and be able to express your feelings. There are 6 compositions arranged in the twelve volumes, and the last 4 have the meaning of review. To improve on the basis of review, you should review first and then write.

4. Give full play to students’ enthusiasm and initiative in learning.

The spring teaching time is short and the teaching tasks are heavy. It is more important to give full play to students' learning enthusiasm and initiative. First, students must be guided to be in a proactive thinking state in class. Second, students can take the initiative to read and read outside class. Take the initiative to accumulate, complete homework and expand learning.

The teaching quality of this year's graduation will be more strictly tested. Let us, inspired by the spirit of the 16th National Congress, improve the quality of teaching so that the lifeline of our school can be more firmly protected.