Analysis of Chinese Test Paper in Grade Four

Chinese is a polysemous word, usually referred to as language, literature and culture for short. Its original meaning is "language". Chinese is generally regarded as a comprehensive subject of language and culture. Let's watch the analysis of the fourth grade Chinese test paper with me! I hope it helps you.

Analysis of Chinese Test Paper in Grade Four 1 1. Analysis of Test Questions

Grade four Chinese exam *** 100, four questions, basically ten questions. Read Pinyin and write words, choose correct pronunciation, group words with similar forms, supplement idioms, choose words to fill in the blanks, write sentences as required, judge right and wrong, complete according to the text, read and write.

Proposition forms are diverse, which embodies novelty and flexibility and can take care of most students. The topic capacity is moderate, but it is difficult to read after class. Most of the problems are encountered in the text or in the usual training, which students should know and understand: for example, reading pinyin and writing words, choosing correct pronunciation, grouping words in similar forms and so on.

Second, the surface analysis

73 people in the class took the exam. The total score is 6362 and the average score is 87. 155438+0. There are 52 excellent people, and the excellent rate is 7 1.23%.

Third, the loss of points and existing problems

(1) Look at Pinyin and write words.

This topic mainly examines students' writing ability and how to write correctly and evenly according to Tian Zige's radicals. Overall, the score rate of this question is high, about 95%. The main reason for losing points is that students write incorrectly and have typos.

(B) Word training

The title gives several groups of similar words and polyphonic words, so that students can group words separately. The score rate of this question is very high, and most students can get the ideal score. It can be seen that the fourth-grade students have a strong ability to distinguish similar words from polyphonic words. Students can add four-character words, and the average score of supplementary idioms is 1. Mainly manifested in less accumulation and unreliable memory. Choose words to fill in the blanks. Students have done a good job on this issue and can correctly distinguish between "watching" and "watching". The score rate of this question is high.

(3) Write sentences as required

Write sentences as required ***8 points. Write a correct sentence and get 2 points. Among them, the students who wrote the Bei sentence and the expanded sentence mastered it very well and did not lose points. The most points lost are: modifying ill sentences and changing rhetorical questions. Reason: The types of questions are more flexible, and there is less training for this kind of questions. Therefore, we should pay attention to the division of sentence components and the composition of sentences in daily teaching.

(D) according to the text to judge right or wrong

Judging from the students' answers, they have a good grasp of the content of the text, but there are also some mistakes, so we should strengthen training in daily teaching.

(5) read the passage.

(1) Some of the questions are difficult and vague, and students get more points. The second part is difficult to read, and the questions are scattered, so students can't find the words in the text. Finally, when the students used their own words in the sixth question, they didn't speak well and didn't know where to start, which made people feel disorganized and lost a lot of points. It can be seen that in normal teaching, it is necessary to strengthen the training of extracurricular reading and its ability to summarize.

(6) Composition

Most students write this question well, with fluent sentences, clear handwriting and serious writing, and the topic is properly drawn up, and they can also describe what they imagine. However, the following problems still exist:

(1) The examination questions are not clear, and the practice requirements are not clear. Some students didn't read the following requirements carefully and wrote back the questions. Other topics were written correctly, but I didn't understand the requirements and wrote other fairy tales.

(2) Individual students can't meet the basic requirements of the exercises in this grade: the exercises are not substantial, the exercises are extremely simple, the language expression is not clear, the sentences are not fluent enough, and there are obvious language barriers.

(3) Individual students' basic knowledge of Chinese is not solid, with high typo rate and incorrect punctuation. The composition lost an average of 4.9 points.

Fourth, the direction and measures of efforts

Strengthen the teaching of writing, be strict with requirements, have solid training and persevere, so that students can write correctly, neatly and regularly.

Continue to strengthen the training of basic knowledge and skills to lay a solid foundation for students' future development. In addition to reading more methods, we should practice more and consolidate more condensed sentences, changing figurative sentences and anthropomorphic sentences.

Pay attention to language accumulation and process evaluation. Emphasize the accumulation of Chinese language essence such as beautiful words, idioms, famous sayings and epigrams, and excellent poems, and encourage students to accumulate in extensive extracurricular reading.

Composition teaching is a long-term effort in the future. Usually increase the cultivation of writing ability and interest. Teach them to observe things, create a writing atmosphere and provide writing materials. In view of the single and similar expression of individual students, encourage students to express themselves individually and write their true feelings. You should practice more exam questions at ordinary times. Writing should be standardized and neat.

Analysis of Chinese Test Paper for Grade Four Part II I. Analysis of Test Paper

The top ten questions in the mid-term examination paper of the fourth grade of primary school Chinese are * * *, with a total score of 100. The score of "basic knowledge" accounts for 84% (sorting capital letters, choosing correct pronunciations for new words, writing Chinese characters, choosing words to fill in the blanks, combining words and adding words, I will accumulate and fill in the blanks according to the content of the text. ) "extracurricular reading" accounts for 8%, and "reading pictures and writing words" accounts for 8%. There are ten major questions in this Chinese test paper, and the whole test paper basically embodies the principles of paying attention to foundation, highlighting ability, respecting individuality, encouraging innovation and connecting with life. The difficulty of the test paper is moderate, but the amount of questions is relatively large.

Second, the analysis of students' answers:

Judging from the students' completion of the test paper, students lose less points when reading pinyin, writing words, composing words, filling in the blanks by choosing words and filling in the blanks according to the content of the text, and only a few students can't grasp the words firmly, resulting in typos. For example, the word "Shen" is added a little more, indicating that words should be grasped frequently. Fill in the blanks according to the text, and some students lose more points. The main reason is that some students' learning attitude is not correct at ordinary times, students recite hastily, don't think when reading, and can't remember new words.

Extracurricular reading is not optimistic, and students obviously show a small amount of extracurricular reading and insufficient accumulation, which is most prominent in the second and second questions of reading. For example: 1, what is this passage mainly written about? Using "-"in the text leads to a serious score. This proves that students are too careless in doing questions, have not developed the habit of carefully examining questions, and have poor understanding ability. In the future, teachers should pay attention to cultivating students' habit of learning to read questions by themselves, carefully examining questions and answering questions seriously. The reasons for this situation are: 1, students' daily reading is small, and the accumulated vocabulary is scarce; 2. The teacher's guidance is not enough and the guidance is not in place. Students can't read normally, and many students have no correct reading attitude. 3, mechanical reading, lack of thinking.

Look at the pictures and write, and the students' grades are not satisfactory. The main reason is that most students can't read the picture, which is related to the printing of test questions. There are other reasons, some students' articles are confusing, and some are too general and not specific enough. Individual students have scrawled handwriting, lack of punctuation marks and many typos. There are still some students who have not finished writing.

Third, the rectification measures

In view of some problems exposed by this student's answer, such as some students' poor mastery of basic knowledge, some students' poor reading ability, and very few students' incorrect attitude towards doing problems, I intend to take the following measures in future teaching activities:

1. Continue to cultivate students' good study habits, such as writing carefully, finishing homework on time, reading and writing more, speaking more and practicing more.

2. Do a good job in classroom teaching and implement students' classroom learning. The text required to be recited in the text must be strictly passed, and every student must be able to recite and write.

3. Do more reading exercises to improve students' reading ability. It is necessary to practice writing more, so that students can accumulate language and lay a solid foundation for composition.

4. When cultivating students' comprehensive Chinese ability, we should guide and educate students to develop the good habit of reading extracurricular books and enrich extracurricular reading. Chinese learning focuses on accumulation, which requires students to accumulate famous sayings, proverbs and idioms and recite ancient poems to lay a solid foundation for Chinese learning.

In short, through the senior high school entrance examination, I found the advantages and mistakes in teaching, found a clear direction for future teaching, and focused on cultivating students' ability to examine questions. When doing the problem, I want to see the problem clearly and see its meaning clearly. Seriously master basic knowledge and skills.

Analysis of the fourth-grade Chinese test paper 3 When you open the fourth-grade Chinese test paper, both students and teachers will feel that the test paper has become more flexible and pragmatic, and everything is closer to the reality of students' lives.

First, the purpose, scope and characteristics of the proposition.

Looking through the fourth grade Chinese examination paper, we can easily see the purpose, scope and characteristics of its proposition. This paper insists on trying to embody the spirit of the new curriculum standard, broaden the field of Chinese teaching, open up channels for learning Chinese in and out of class, and examine students' ability to master basic Chinese knowledge and reading ability in and out of class. Advisors hope to put forward suggestions for teachers' teaching through test papers: don't just pay attention to textbooks, pay attention to extracurricular reading guidance and improve students' comprehensive Chinese literacy. The examination paper tries to guide students to design their own ideal answers and cultivate their innovative ability through some open questions and multiple answers. The examination paper also strives to embody humanity, interest and flexibility, and break the old proposition model. At the same time, the whole test paper also embodies the "triple", that is, emphasizing the foundation (basic knowledge and skills), ability (literacy, writing, reading, writing and accumulation) and innovation (creatively solving problems by using what you have learned).

Second, the performance statistics:

For the fourth grade Chinese I taught, this exam: reference number: 77, total score: 5265, average score: 68.3, passing rate: 8 1.8%, excellent: 17, excellent rate: 22%, failing rate: 65438+.

Third, the students' answers.

1, answer sheet.

Judging from the students' answers, students' mastery and application of knowledge can be roughly divided into three levels:

Grasp the basic knowledge questions: (1), the "sound" part: such as 1 and 2 small questions; (2) The word part: such as item 1, 2; (3) "Word" part: such as 1; (4) "Sentence" part: For example, the word "blink" in 1 is underlined, and students think that these words must be added to the imitation sentence; (5) the part of "poetry". Such as 1 small question; (6), "reading" part: in 1 sub-topic, if you can't accurately figure out the meaning of the second paragraph, you can't find a suitable related word: "if (as long as)-just"; In the second sub-question, check a few pictures with the number of strokes, but the students mistakenly think that the strokes are indistinguishable except for the radicals. Sub-topic 3-5, Sub-topic 5 "Draw a sentence with'-'to directly describe the stubbornness of the grass in the text", and too few people can draw it accurately. Students have a good grasp of basic knowledge questions with less flexibility, and the average score rate of each question can reach 75%. They can easily answer some standardized questions and get familiar with it. It is gratifying that students accumulate knowledge in class and language.

Students don't answer flexible questions well. For example, in the (1) "words" section, for example, the mistakes in reading questions 2-4 are mistaken for the selection of various idioms from the 1 topic, and the idiom classification error is large, and the scoring rate is only 55%; (2) "Sentence" part: For example, the second topic should have been written about animals and plants, but some of it was written by people, with a scoring rate of only 60%, the third topic was only 50%, and the fourth topic was too few to be accurately used in sentences, with a scoring rate of only 45%; (3) Poetry: For example, you can think of the second sub-topic, "The silkworm will weave until it dies in spring", but you can't think of the next sentence, "And the candle will drain the wick every night". No one can think of a poem that compares a teacher to a ladder, and no one can write a modern poem, with a score rate of only 65%; (4) Fill in the blanks according to the content of the text: the scoring rate is only 60%; (5) "Reading" part: The reason why students like the sentence written in the sixth question is inaccurate, and the scoring rate is only 55%; The seventh question is untrue, and the scoring rate is only 45%.

For flexibility, students' answers are even worse. Such as (1) and "writing lyrics": Although all the students know their hometown, they can really introduce their hometown like tour guides, and they are enthusiastic, vivid and beautiful, and only get 45% marks. This question reminds the majority of Chinese teachers that Chinese comes from life and must return to life and serve life. (2) "Composition" part: Although everyone can write "A Sunday in My Home", it is not profound, innovative and unclear, and the scoring rate is only 60%.

2. Problems found in the examination paper.

It is a little more difficult to make this paper complete, novel and vivid, but it conforms to the students' knowledge level, cognitive law and psychological characteristics. On the basis of examining "double basics", we seek to improve and develop in order to adapt to the overall goal of "students' all-round development and lifelong learning" proposed by the new curriculum standard. Throughout this quality inspection, we can see that there are still many problems.

(1) words are not accumulated enough.

Paying attention to accumulation is to give students a golden key to learn Chinese well, and the efficiency of Chinese teaching will be improved rapidly. Students usually lack a lot of reading, accumulation, appreciation and sentiment, and feel helpless when they encounter some flexible questions.

(2) The comprehensive ability is weak.

Because students usually learn more standardized knowledge and lack knowledge integration, they lose more points. The content of this exam not only involves pinyin, word meaning and logical thinking training, but also examines students' ability to accurately understand the content of short passages and their ability to accumulate words at ordinary times. Because I pay attention to the systematic explanation of teaching materials in teaching, guide students to sort out knowledge, and have less infiltration training for old and new knowledge, which leads to students' lack of independent analysis ability for comprehensive questions and more points lost. Due to the relatively poor foundation of students, the comprehensive training for students is slow and ineffective, so that students' ability to examine questions is poor. Some scribbled without looking at the questions, others didn't really understand the meaning of the sentences and lacked the depth of understanding.

(3) Poor logical thinking ability.

Although the composition materials of this quality test are all from students' own life practice, because students' basic skills are not solid enough and there is too little logical thinking training, the written composition is scattered and has no good logical connection. There are too many empty words, cliches and lies, but there are very few childlike innocence and childlike interest. It can be seen that the students in our class are still relatively weak in this respect. I should strengthen the training of students' logical thinking ability in future teaching.

(4) the writing is not standardized.

Judging from the overall volume, the writing situation of students in our class is not optimistic. The handwriting is not correct enough, and the handwriting is not standardized.

(5) Students learn too "standard".

Through the whole examination paper, we can easily see that our students are so "standardized" that they are at a loss about some open questions (such as the seventh item of the reading question) and can't really understand, understand and understand. What's more, some students don't want to read the questions, so they take it for granted to answer according to their own feelings. From this I think of our Chinese teaching: teachers are preaching with textbooks, students are absent-minded, like to listen but don't listen, like to answer but don't answer, like to practice but don't practice. Insufficient implementation of teaching objectives and training. No wonder teachers are tired in class and students are tired in study, with little effect. Should this high-input and low-output Chinese teaching be completely reformed?

Fourth, the evaluation of test questions:

(1) Pinyin. Although we pay attention to the review and consolidation of pinyin knowledge, the form of questions is not novel. Grade: C.

(2) Chinese characters. 1 "Changing the radicals of Chinese characters and reorganizing words" is helpful for students to read and distinguish words, with various answers. Judge "there is no typo in a group of words" in a small question, so that students can read in words and enhance their application ability. Grade: B.

(3) text. That's a good question. 1 Idioms begin with "one to one thousand", with novel forms and diverse answers, which can arouse students' learning enthusiasm to the maximum extent. 2-4 small questions require writing "words describing singing voice", "idioms from historical stories" and "idioms from fables" respectively, which not only examines the accumulation of students' usual words, but also examines students' understanding and analysis of the meanings of words. The answers are diverse and are a small bright spot. Grade: a.

(4) sentences. 1 on the basis of fully understanding the meaning of the text, let the students ponder over it and find more accurate related words, which requires students to have strong judgment ability. Let the students write sentences in imitation. This not only examines students' recognition and understanding of the original sentence, but also requires students to imitate it accurately. This not only points out the direction for students, but also leaves some free space for students, and the answers are diverse. Question 3 requires students to "combine the following words into two sentences with the same meaning", which not only examines the correct understanding of each word, but also examines the students' correct grasp of the logical connection between words, and also examines the students' understanding of the sentence word order. There are various answers. 4 Small questions, asking students to "write sentences as required", pay more attention to students' extracurricular reading and various knowledge reserves, and have various answers. Grade: a-.

(5) poetry. 1 The topic focuses on students' memory of ancient poems, and only writes one of the two poems at the same time, giving students great flexibility. One of the small questions "Think of related poems from these metaphors" is easy for students to answer. Grade: B.

(6) write words. For Xuanhan, every student is familiar with her and can write many wonderful things about her. But as a tour guide, it is really not easy to give short and enthusiastic publicity and introduction to tourists. This requires both concise language, vivid image and passion. This kind of question emphasizes that students should pay special attention to the people and things around them and the major changes around them. Such questions will arouse teachers and students' strong interest in observing life and Chinese in life. Grade: a.

(7) Fill in the blanks according to the text. It is to examine students' accurate understanding of the text. Grade: B.

(8) reading. Ask students to read the short passage repeatedly, from the accurate understanding of words, phrases and sentences to asking relevant questions according to their own understanding. This kind of reading question is to further examine students' ability to use Chinese knowledge flexibly, analyze and judge, and also to further test whether teachers teach students the golden key to learning Chinese. Grade: a.

(9) composition. I was asked to write "A Sunday in my home". The design idea of this composition topic is to arouse students' memory of existing experience and attach importance to students' unique feelings. As the materials are selected from students' daily diaries, students can immediately associate their own feelings and circumstances, how the family spent Sunday, and the family's language, actions and expressions will be vividly remembered, and the story will be clear. This design follows the concept of paying attention to experience, attaching importance to students' unique feelings, expanding students' ideas of selecting materials, allowing students to choose materials freely, respecting students' unique feelings and breaking through writing difficulties. Let students be willing to work, be good at writing and write good compositions. The advantage of this design is that it can help those students who are not good at selecting materials. Students have been well trained in writing skills on the basis of freely choosing materials. In this way, teachers can use ideas to guide composition and methods to guide students. This not only lowers the threshold for students to write a composition, but also helps students to have something to say and write, overcomes the stubborn problem of students reciting a composition, and also helps students to write a composition that groans without illness. Grade: a-.

Although the flexibility of the whole set of questions has been enhanced, there are too few new and strange "highlights". Results of all papers: a-.

5. Errors and errata in the test questions. (None)

Sixth, teaching reflection.

1, we should continue to attach importance to literacy and accumulation.

As can be seen from this exam, literacy and accumulated scores are very high, and students have mastered it well. Therefore, we must continue to attach importance to this aspect of teaching in the future.

2. Teach learning methods and improve learning ability.

"Method is more important than knowledge". Students develop good reading methods and master the "vivid" method of combining reading and writing, which is helpful to improve reading and writing efficiency. Therefore, in the teaching process, teachers should properly infiltrate the guidance of learning methods, so that students can practice in active inquiry and get not only the answers to questions, but also the methods to absorb knowledge. Give full play to the important role of "teaching people to fish", teach more how to learn and less how to do it.

3. Give full play to students' learning enthusiasm and cultivate innovative spirit.

In the future teaching, we will give full play to students' learning enthusiasm, guide students to be in a proactive thinking state in the classroom, let them think independently, and don't blindly instill knowledge. On the premise of students mastering methods, we should fully tap students' potential and ignite the sparks of students' innovative thinking. Change the traditional teaching methods, create a relaxed democratic atmosphere and cultivate students' innovative ability of questioning, debating and thinking. In this way, students will not feel completely at a loss about open questions, or just seek the only answer.

4. We should establish a big language view and expand our thinking.

We should establish the concept of big Chinese, base ourselves on in-class and extend out-of-class, and pay attention to the integration and infiltration of knowledge points inside and outside the class. First of all, teachers should read more books, not only by themselves, but also have some feelings and accumulation; Secondly, teachers are required to give students more reading guidance so that students can learn to read various articles. In this way, students usually have a lot of reading materials to increase their understanding of the language and improve their comprehensive Chinese literacy.

In a word, to teach Chinese well and let students learn Chinese well, we must rely on the continuous efforts of Chinese teachers to improve their own quality, adapt to the requirements of the times, actively explore and study hard.

Analysis of Chinese Test Paper in Grade Four I. Analysis of Test Questions

The fourth grade Chinese exam is divided into four parts. Part I: Writing on paper and copying poems. Part II: Accumulation and application. Part III: Happy reading. The fourth part: the practice of true feelings. Write a composition as required.

Proposition forms are diverse, which embodies novelty and flexibility. Can take care of most students, the topic capacity is moderate, the difficulty is not great, and there is no strange topic deviation. It meets the requirements of the new curriculum reform. Most of the problems are encountered in the text or in the usual training, which students should know and understand, such as: reading pinyin and writing words, completing poems, filling in the blanks with words, reading in class, etc.

Second, the surface analysis

There are 14 students in this class, including 7 males and 7 females. In the final exam of this semester, the total score of the whole class is 1063, the average score is 8 1.77, the excellent rate is 46. 16%, the pass rate is 100%, and the average score of the last 20% is 68.25. Third, the loss of points and existing problems

1, fill in the blanks as required, and lose more points. Mainly manifested in the accumulation of less, unreliable memory, plus writing typos deducted points.

2. The practical content is seriously lost.

3. Fill in the blanks according to the text. There are many mistakes. First, don't recite the text. Second, it is wrong to write typos.

4. The reading questions are more complicated. Although there is training at ordinary times, the students' answers are still very poor.

The main problem of composition is that the content is not clear, so you can't write things clearly around the choice of words. Five of them deducted more than 5 points.

existing problems

1, students' basic knowledge of Chinese is not solid.

2. Teaching methods are not flexible enough.

3. Students usually fail in writing, do not pay attention to the accumulation of beautiful words and phrases, do not pay attention to observation, practice questions are not clear, and the questions are not carefully read. There is nothing to say about the composition, mainly because the teacher's requirements are not strict and the guidance is not in place. The language expression is not clear, the sentences are not fluent enough, and there are obvious language diseases.

4, reading is not serious, thinking blindly, reading form is single, only pay attention to in-class training, extracurricular reading because of less training, can not meet the basic requirements of reading in this grade:

5. Teachers have not penetrated enough into the concept of curriculum reform. Lack of understanding and research on the education edition.

Third, the direction and measures of efforts

1, strengthen the teaching of writing, be strict with requirements, have solid training and persevere, so that students can write correctly, neatly and regularly.

2. Continue to strengthen the training of basic knowledge and skills to lay a solid foundation for students' future development.

3. Pay attention to language accumulation and process evaluation. Emphasize the accumulation of Chinese language essence such as beautiful words, idioms, famous sayings and epigrams, and excellent poems, and encourage students to accumulate in extensive extracurricular reading.

Composition teaching is a long-term effort in the future. Usually increase the cultivation of writing ability and interest. Teach them to observe things, create a writing atmosphere and provide writing materials. In view of the single and similar expression of individual students, encourage students to express themselves individually and write their true feelings. You should practice more exam questions at ordinary times. Writing should be standardized and neat.

5. Strengthen students' reading accumulation and application. Do the method first and practice consolidation.