How to give a good lecture on Chinese test papers

Below, the author writes his own exploration experience of examination paper evaluation and lectures for many years for colleagues to criticize and correct. First, preparing lessons is multi-task marking. Since it is a test paper for class evaluation, we should prepare lessons first. In my opinion, the lesson preparation operation of examination paper evaluation is different from other courses, mainly in the following aspects: examination questions are the main line of examination paper evaluation, and there is no need to pursue the coherence and integrity of classroom links, and sometimes the two links are not related at all. Therefore, on the whole, the requirements for preparing lessons for examination papers are slightly lower than those for other courses. According to the author's experience, we can completely combine the preparation process and marking process of test paper evaluation, which not only saves time, but also grasps the information in time and accurately, laying the foundation for improving the pertinence of evaluation. The simplest operation method is to take out a blank answer sheet every time you mark the paper, record all kinds of information in the process of marking the paper, and change one big question to remember another. The "all kinds of information" here refers to the following five aspects that teachers must understand in the process of marking papers according to the "three-dimensional goal" and teaching practice: First, judge right or wrong. Understand the students' knowledge and ability training. The second is statistical data. Take the big topic as a unit to make statistics, including how many people have heard this big topic, how many people have got high marks, how many people have got full marks, and what small topics are generally wrong. The third is to collect typical cases. For example, people who get full marks in multiple-choice questions, people who solve difficult problems, people who have creative answers or creative thinking, and so on. Write down not only the names of these students, but also specific creative answers or creative thinking. The fourth is to record students' habits. Including writing habits, answering habits and the cleanliness of the paper. The fifth is to record the achievement of the goal. The main thing is to remember which students have not reached the goals set by teachers or students themselves. Then, in the usual marking, the teacher should pay attention to the achievement of this goal. Mastering the above five aspects will be very targeted when marking papers, and will also lay the foundation for improving effectiveness. Generally speaking, as soon as the papers are corrected, the class is basically ready. Second, the principle of examination paper evaluation should be followed, aiming at promoting students' sustainable development and improving their lifelong learning ability. Therefore, the following principles should be implemented: 1 is the principle of subjectivity. Commenting and lecturing is also a course, and it should also reflect students' dominant position. Teachers can't tell all the right answers and reasons, and a few top students can't dominate the world forever. Instead, we should give full play to the initiative and enthusiasm of all students, tap the potential of students at different levels, and fully realize the importance of students guiding, helping and influencing students. Teachers only play the role of throwing questions, guiding the direction, adjusting the atmosphere and grasping the progress, and students are the protagonists in the classroom. 2 is the principle of selectivity. When commenting, you can't cover all topics from beginning to end. It is a waste of time to evaluate all the questions, which is not conducive to concentrating students' attention, because according to the regulations, no matter which exam, there must be a considerable proportion of easy questions and easy questions, and basically all students can do better on these questions, so there is no need to evaluate them. This requires us to be selective and targeted when evaluating classes, and these all come from all kinds of statistical information made by teachers when marking papers. Third, the main task of teachers' evaluation is organization and regulation. In addition to maintaining normal classroom order, teachers should provide students with evaluation topics (not all topics can be involved) on the basis of marking, determine evaluation methods (independent inquiry or cooperative inquiry or teacher guidance or students' answers), select evaluation personnel (students at all levels should be considered), and adjust the progress of evaluation. 2. Teaching skills. It mainly includes two aspects: on the one hand, it is the skill of examining questions. If reviewing materials, teachers should guide students to learn to start with keywords, phrases and sentences to find out their essence. If it is a tentative question, on the one hand, the teacher should guide the students to understand the scope of knowledge and the main ideas involved in the question, on the other hand, they should master the answering skills. It is necessary to guide students to find out the rules or steps of answering questions from a class of typical questions. ; The third step is to sort out the answers according to the questions. 2. Guide the inquiry. After the question is put forward, students of different levels are selected to introduce ideas and skills according to the difficulty level, and students are guided. If you encounter a problem that even a gifted student can't solve, the teacher can't "spill the beans"-come clean with ideas and answers. The impatience and eagerness for success can easily breed students' dependence, which is not conducive to concentrating students' attention and cultivating students' ability. Fourth, consolidate and strengthen. This step should be carried out naturally during the evaluation process. One way is to arouse students' association and recall similar knowledge or related knowledge. Another way is to draw inferences from others, mainly for difficult topics. It is necessary to test the evaluation effect through the practice of similar topics, so that students can truly achieve mastery. 3 is emotional penetration. It should run through all aspects of the evaluation process, not only requiring teachers to be full of sincerity, enthusiasm and passion, to infect students with emotion, but also requiring teachers to seize all favorable opportunities and infiltrate students with emotion. This is very important. If students' ideological understanding is vague, it is difficult to do as the teacher asks, and it is also difficult to put enthusiasm into learning. Unfortunately, almost all teachers have ignored this point or paid no attention to it. This is also necessary, because the teacher has just finished reading the paper and mastered the first-hand information. At this time, timely and targeted infiltration just captures the excitement of students, and the effect of guidance and persuasion will be better. For example, as the author mentioned earlier, multiple-choice questions are very important for determining whether the results of the senior high school entrance examination are passed or not. If it's average, maybe students don't care. Then, when marking papers, teachers should find evidence for their own requirements and pay attention to papers with a total score close to passing and poor multiple-choice questions; Or the non-multiple choice questions are well done and play their highest level. However, because the multiple-choice questions were not done well, the total score of the thesis failed. When students evaluate classes, they will take out such papers and calculate them, so that they can understand whether they should pay attention to multiple-choice questions. For another example, in order to illustrate the importance of careful writing, teachers can take out scribbled test papers for students to identify, talk about their feelings, and then let students try to figure out the mood of the marking teacher at that time. With such guidance, students will naturally understand that the quality of papers will also affect their grades.