How to give a good Chinese test paper lecture and evaluation class

1. Preparation before the lecture

Before the evaluation of the test paper, students should be guided to analyze the test paper in advance and be prepared to achieve the purpose of the evaluation

First of all, in the After the test and the test papers are collected, write the reference answers on the blackboard immediately. When students are most curious about knowledge, let them compare the answers to find out the problems exposed in the test paper, and reflect immediately, so that they can be the first to learn. Use the time to think and examine the problems you have in this stage of study, and initially think about ways to solve the problems. For example, when it comes to the use of idioms (slangs), almost all students are afraid of it. It can be said that they have failed repeatedly in the exam, and many teachers have tried their best but still in vain. Before the lecture and evaluation class, let students understand the meaning, usage and scope of use of idioms by looking up dictionaries, compare the reasons for their mistakes in doing the same type of idiom usage questions in the past, and clarify whether they have not clearly grasped the meaning, scope of use and collocation objects of idioms. I still can't figure out the emotional color of it; Is it because I lack knowledge and need to accumulate it, or am I reading the question sloppily, which seems to be wrong and I need to be more careful in the future... The knowledge summarized by the students themselves may be more effective than the teacher giving it several times. The key point is It’s how the teacher lets the students do it.

Of course, teachers must first prepare test paper statistics before class. It mainly includes statistics on the distribution of knowledge points; statistics on the type, number and proportion of test questions; statistics on test results including the highest score, lowest score, average score and the score rate of each question; statistics on the types and number of students' mistakes. Be aware of what kind of help students need. In addition, the names of students with typical mistakes or strengths should be recorded to facilitate two-way and multi-way communication in the classroom. In this way, when giving a review, you will be able to know what should be discussed in detail, what should be discussed less, and what should be emphasized. By analyzing the causes of errors, teachers can understand and analyze the deficiencies in students' knowledge and abilities and the problems existing in their own teaching, so that they can take timely measures to solve these deficiencies and problems in a targeted manner during evaluation.

Before you comment on the test paper, you must also write a detailed plan for the evaluation lesson, so as not to deal with the test questions randomly and fail to achieve the expected results.

2. What to talk about in class

1. Focus on key points, difficulties, and typical examples

Usually each test paper has a certain difficulty ratio. There are quite a few basic questions in this test paper, which most students have already mastered. Generally, these types of exercises do not need to be explained in detail. During the review, the questions that most students can do do not need to be discussed, and individual students are allowed to ask questions after class. For exercises with high error rates, several wrong answers can be presented for students to analyze and discuss to deepen their impressions. The test questions teachers choose to teach must be typical. Which test questions are typical? The first is the key and difficult knowledge involved in the questions, and the second is the hot topics in the college entrance examination and hot social issues. In these aspects, teachers should clearly explain the test points of the test questions, which should be based on the "Examination Instructions", and clearly explain which item in the "instructions" it is and what the requirements of this item are.

2. Explain clearly the rules and methods of problem solving. For example, there are two commonly used methods for solving language problems: grammatical structure analysis and logical reasoning analysis. The grammatical structure analysis method mainly looks for problems such as improper collocation, missing components, redundancy, improper word order, and confusing structure. Extract the main stem to see if it matches, and then sort out the additional components to see if their modifications, restrictions, and supplements are reasonable, and whether they match its central language; whether there are incomplete or redundant problems between the main stem and the additional components; internal components and other language units Whether the order between sentences conforms to the rules of grammatical structure; as for the sentence as a whole, see whether the structural level is clear, and whether the priority, importance, and cause-and-effect arrangements are reasonable. Students are reminded to pay special attention: if there is a joint phrase used as a sentence component in the test question, first check whether each item in the joint phrase matches the related components before and after it. If the predicate center words of the sentence are "is" or "wei", or the object is played by a verb, first check whether the subject and object match; if the sentence contains multiple layers of attributives and adverbials, first check whether the order of the partial sentences and the main sentence is reasonable.

4. Ending: Do some consolidation exercises

Most of the problems reflected in the students' test papers are the key points and difficulties in the teaching process. It is unlikely that they will fully master them after one review. Therefore, after each review, students are required to correct wrong questions, keep error records, establish error files, and indicate the correct answers and problem-solving ideas, so that students can review in a timely manner before the next exam. Teachers also need to select questions and knowledge points with a high error rate in the test paper, reorganize and synthesize several questions, create an opportunity for students to "re-practice" and "re-improve", fully mobilize students' enthusiasm for problem-solving, and expand their ability to solve problems. thinking and strengthen the flexibility of thinking. Through repeated reinforcement, the effect of the lectures and evaluations will be consolidated to help them truly master key knowledge.

In short, the examination paper review class is the same as taking a new class. It requires a lot of art and skills. Teachers must give full play to their intelligence and prepare lessons from different aspects and angles. They must not publish the answers and be done. The road is long and long, and test paper review is also an art, which requires us to slowly explore and gradually improve it in practice. The above is just my experience in practice, and I hope to share it with my colleagues.