Example essay analysis of high school Chinese language test paper

After the high school Chinese language exam, you need to do an analysis of the test paper. Below is an analysis of high school Chinese language test papers that I compiled online for your reference.

Sample essay analysis of the Chinese language test paper for the second year of high school (1)

1. Evaluation of the test paper

The Chinese test questions for the first phased examination of the second year of high school this semester are strictly in accordance with the school's It is required to focus on examining students’ basics, laying a solid foundation, and testing students’ learning effects at this stage. The design of the questions is also flexible and open-ended, in line with the actual situation of the students; in addition, in terms of overall grasp, the difficulty is appropriately controlled, and attention is paid to leaving more space for subjective test questions. The entire set of test papers is rigorously designed and has strong integrity. Its basic characteristics are reflected in the following aspects:

(1) Close to the overall stability of the college entrance examination

The overall structure model is basically similar to the overall structure model of the college entrance examination papers. . The full score of the whole paper is 150 points, covering five major sections, comprehensively and focusedly examining the five contents and five abilities specified in the "Exam Syllabus". Among the five major questions and 24 small questions in the whole paper, there are very few side questions or strange questions, and there are no super difficult questions!

(2) Stability, change, and clear direction

1. This test paper Many questions come from textbooks, such as pronunciation, vocabulary, classical Chinese reading, dictation of famous sentences, etc., all from textbooks. These are more in line with the trend of returning to textbooks in the college entrance examination in the past two years

2. Pay attention to the basics and highlight Ability literacy. The first major question of the test paper tests the pronunciation, font form, words and incorrect sentences. The pronunciation test focuses on the key words in the text, the font form focuses on testing words with different shapes and the same pronunciation, and the word test tests the ability to distinguish right from wrong in a specific context. Sentences To test the ability to analyze incorrect sentences, the above five questions all test common and error-prone basic language knowledge, which meets the requirements of middle school Chinese education to implement basic knowledge teaching and basic skill training.

3. Select materials to highlight novelty and uniqueness. The novelty of this set of test questions lies not in the novelty of the question types, but in the freshness of the materials and the novelty of the situations.

2. Inspiration for future teaching:

Chinese teaching should take cultivating students’ Chinese literacy as its own responsibility, be based on the long-term, eliminate utilitarianism, and truly return to the Chinese language and guide reading. , enrich the humanistic accumulation, and return to the right path of Chinese teaching materials. Therefore, future teaching must do the following:

1. Daily teaching should combine social hot spots and focus issues to guide students to pay attention to social life and guide Students establish the correct attitudes and methods for learning Chinese, and implement the concept that the extension of Chinese learning is equal to the extension of life.

2. In teaching, we should always pay attention to students’ accumulation of Chinese knowledge and cultivation of language sense, pay attention to the use of teaching materials, return to the text, and lay a solid foundation. Strengthen dual-base training, focusing on the training of basic knowledge, such as literacy, writing, understanding of words and sentences, etc. The study of language-base pragmatics should not expand the scope, but should focus on application.

3 Focus on developing students’ ability to grasp all aspects of language elements and the comprehensive use of Chinese; in teaching, we should focus on cultivating students’ ability to filter language information, their ability to read modern texts quickly, and to filter and capture relevant information. ability, as well as the ability to analyze and solve problems.

4. The training of reading ability of ancient poetry should be strengthened in teaching, and students should be guided to understand the text with the help of annotations, master the basic answering standards, and flexibly use famous sentences from ancient poetry in actual contexts; Relevant or connected knowledge content is linked and memorized. The review of ancient poetry and prose must return to textbooks, strengthen recitation, strengthen accumulation, and implement it. In fact, you should also make good use of textbooks for review in other aspects. Pay attention to reciting the entire paragraph and the entire chapter of famous sentences and articles.

5. Reading and appreciation questions do not necessarily have to be a lot of questions. The key is to understand each question and type. Pay attention to reading speed training and training to strengthen structural analysis ability. The selection of texts does not need to pursue local characteristics excessively, but should also focus on improving reading appreciation ability.

6. Writing teaching still needs to increase the training of topic review and conception, layout and planning, strengthen stylistic awareness, standardize stylistic features, and especially strengthen the training of argumentative essays so that students can better establish the purpose of the article. theme, develop the habit of writing an outline, and correct the problem of random writing. Sample analysis of the Chinese language test paper for the second year of high school (2)

1. Overall evaluation

This final exam for the second year of high school is a unified test question for the joint examination of the five districts and counties in Tianjin. The content of the test questions is based on the elective textbook for the second year of high school. "Appreciation of Modern Chinese Poetry and Prose" and "Appreciation of Ancient Chinese Poetry and Prose" are the main contents. The overall situation of the test paper is analyzed as follows.

1. Basic knowledge includes word shape, pronunciation, word analysis and idiom analysis, language problem questions, punctuation mark questions, and literary knowledge questions. It not only maintains the college entrance examination question type, but also combines the content characteristics of this semester.

2. Classical Chinese reading: "Sitting" comes from the text, and an extracurricular classical Chinese reading. Basically, it not only reviews the content in the class, but also involves the extension of abilities.

3. For poetry appreciation, I chose "Congratulations to the Bridegroom" by Mao Zedong, which I also learned in class. The difficulty is not great and the ability cannot be distinguished.

4. I chose an essay for modern literature reading. Although it is a prose, the selected essay pays more attention to life and has profound thoughts on history and reality. If it were not a title, it would also be an introduction. A good thought-provoking article.

5. The language use part examines imitation and advertising language writing. It is helpful for students to pay attention to pragmatic questions.

6. Composition, semi-propositional composition, does not set the difficulty of the examination questions. It is conducive to the establishment of students' writing confidence.

2. Analysis of test questions and countermeasures

For classical Chinese translation questions, one in-class translation and two extra-curricular translations, but the extra-curricular translation scored higher. Analyze the reasons. First, this This text was taught in the first semester, and students have basically forgotten it. It can be seen that the students did not have a solid grasp of the language at that time and could not continue to learn the language. Years of text lectures have caused students to suffer from aesthetic fatigue and forget what they have learned. The poetry appreciation questions are simple, but some students are not familiar with bold and graceful poets. Resulting in points loss. You can basically get four points in dictation, which is ideal.

Countermeasures:

1. Classical Chinese translation needs intensive training, pay attention to points, and try to translate as literally as possible.

2. When appreciating poetry, pay attention to more guidance on how to answer questions and the steps to answer questions.

3. Dictation focuses on accuracy and puts more emphasis on writing.

Modern reading questions:

16 questions. When answering function questions, you cannot answer the content and structure function separately. Many students gave the same answers to questions 17 and 18, without focusing on the focus, and they could not answer the questions from the perspective of the readers' feelings from the textbooks. Simply comparing the living environment of children at that time and children now, the answer to the questions was biased. Generalization ability and awareness are not strong.

Countermeasures:

1. Strengthen the model training of modern literature skills so that students can clarify the direction of answers;

2. Cultivate students’ three types of modern literature reading Consciousness: original text consciousness, equinox consciousness and integrated consciousness.

Use of language:

When writing advertising slogans, although the content can focus on the promotion of Chinese, the structure does not pay attention to the characteristics of symmetry. When summarizing the imitation questions, the students did not notice that they had learned the premise of "Appreciation of Modern Chinese Poetry and Prose", but instead wrote about the contents of the appreciation of ancient poetry and prose such as Li Bai, Du Fu, Li Qingzhao, etc.

Countermeasures:

Increase awareness of question review.

Composition:

This composition is a semi-propositional composition. Where did you go? There is no difficulty setting for the review questions. Students can better improve their writing skills, and there are few deviations and digressions. phenomenon, the content is rich, there is a lot to write about, and it is not difficult for students to write. The shortcomings include unclear style, poor language, and poor thinking.

Countermeasures:

1. Be more detailed in the purpose of reviewing the topic, and analyze the connotation and essence of the topic clearly.

2. Read more, think more, and understand the truth in life.

3. Accumulate more materials. Only with sufficient materials can you select the best from the best, select the best from the best, and accurately demonstrate arguments. Sample analysis of Chinese language test paper for high school students (3)

1. Overall evaluation of the test paper

The content of this examination can cover the test points specified in the "Teaching Syllabus". In terms of the setting of test points, the perspective of inspection and the difficulty arrangement, it is in line with the actual situation of students in our school. The difficulty level is moderate and it has good guidance. The proposition still adheres to the proposition idea of ??focusing on foundation, checking ability, and looking at innovation. The test questions are now analyzed as follows:

2. Chinese knowledge part

1. Accumulation and application: Questions 1-4 test the pronunciation, shape and meaning of words, Question 5 selects incorrect sentences, Question 6 punctuation Symbols and 7-question literary knowledge test are all the most basic accumulation and application, testing students' memorization, understanding and memory. The difficulty is moderate, and 4 questions have low scoring rates.

2. Multiple-choice questions on classical Chinese reading: Examination of classical Chinese content words, function words, sentence patterns, literary meaning understanding, etc. The difficulty is moderate, closely following the textbook, and basically reflecting the extension of the text content.

3. Translation, appreciation and dictation of famous sentences

1. Test questions: in-class translation, recitation and poetry appreciation. It tests the basic knowledge and poetry appreciation ability in the class, and is a basic question.

2. Answer: The highest score is 26 points; the lowest score is 2 points. Most are concentrated between 16-22 points. The loss of points is less reflected in the second question of translation and poetry appreciation in class.

The main problem with in-class translation: the inability to translate key words, only the general meaning, and a partial understanding of the general meaning, or even completely deviating from the original meaning.

Poetry Appreciation Question 2: ***4 points. 80% of the students only got 1 point. "Several branches bloomed last night" was changed to "One branch bloomed last night". What's the advantage? Students can't answer the question by linking the title of the poem "Early Plum Blossoms" to "Morning", which deviates from the key points of the answer. The title is the eye of the poem. You should pay attention to it. grasp.

3. Countermeasures

1) Pay close attention to the basic vocabulary of classical Chinese in the class, achieve one-to-one correspondence, and focus on literal translation.

2) When appreciating poetry, pay attention to the title, author, theme, background, etc., and grasp the appreciation comprehensively.

3) There is still a long way to go to eliminate dictation typos in class.

IV. Modern Literature Reading

Overall, the difficulty level of the fourth major question is moderate, the question design is more clever and typical, and the examination is more comprehensive. Question 14: Try to figure out the meaning of important sentences in the article. Question 15 summarizes several pictures. Question 16: Write the connotation of the quoted poem and describe the characteristics of the author's quote. Question 17 tests the writing techniques and functions of prose.

When doing this question, if students have some understanding of some basic methods of prose appreciation, such as: grasping the characteristics of the scenery when writing scenery prose; commonly used terms in the artistic techniques of prose; filtering key words; first finding the center of the paragraph sentence to clarify the structure of the article.

Question 14 is the simplest and the best answered question by students. Students can directly screen the key sentences and organize the sentences in the original text to form a standard answer. As for the second question of question 14, most of the students' answers can capture the word "leisurely", but it is still far from the standard answer. The answer has three words: "leisurely", "indifferent" and "tranquility". Because there is the word "leisurely" in the original text, and "indifferent" and "tranquility" need to be summarized by themselves, so most students cannot summarize it.

Question 15 appears to be a summary of several pictures, but in fact it is a summary of the main ideas of each paragraph. The 5th paragraph mainly writes about the vegetation in the winter suburbs, the 6th paragraph mainly writes about walking in the eastern suburbs, the 7th paragraph writes about the scene of the drizzle and cold village, and the 8th paragraph writes about the snow scene in the south of the Yangtze River. If you ask another way, please summarize the general idea in 5 to 8 paragraphs, students will definitely be able to come up with the answer more easily, so this question method is also very clever. The "chatting picture with exposed back" is summarized from the second paragraph. This is a picture, a very life-like and tender picture, and it is not difficult to answer. Most of the students in this question were able to answer two pictures, and they did well.

Question 16 was the worst answered by students and was also the most difficult question. Some students missed the second question in this question, most students answered the second question incorrectly, and a very small number of students answered it correctly.

The author's citations are characterized by chronological order, but few people answer accurately. It is combined in the time sequence of "sunset, winter night, late night, morning". The first question and answer students were better, and they were able to answer the feelings expressed in the quoted poems. However, a very small number of students could not understand the artistic conception of the poems, so they were not sure about their emotions.

Question 17 is actually a test of the artistic technique of prose. The question placed at the beginning of the article generally plays a structural role in setting up suspense, paving the way for the following, connecting the previous and the following in the article, and responding to the previous article at the end of the article, sublimating the main idea. role. Most students can answer the question of contrast or foil, and some students can also answer the question of foreshadowing, but no one can answer the question of making the writing twists and turns. This is a prose, not a novel, and no one can answer the question of making twists and turns. The answers were also good, and most students were able to make comparisons, foreshadowing, and highlight the clarity of the Jiangnan scene.

5. Application of language knowledge

The 18 questions are moderately difficult, and students’ scores are not high. The reasons are: first, the content is not properly grasped; second, the advertising slogan is not mastered and the language is not refined enough; third, the two rhetorics are not consciously used.

Questions 19 are difficult, with an accuracy rate of less than 2%.

Question 20 is not very difficult, but students have not really mastered the usage of Qian Ci. Even if some students can find it, there will be errors in the revision. For the above two reasons, the average score of this question is 2 points.

VI. Composition part

Some views on the proposition:

1. Favorable orientation. First, the writing part of this exam adopted the "material composition" format when formulating the questions. Compared with the previous exams, it can be said to be stable but with changes. It has attracted the attention of our Chinese teachers and students to reviewing questions. In terms of material selection and conception, we can not only highlight ourselves, but also pay attention to cooperation, be close to life, have a strong sense of the times, and give full play to students' innovative consciousness in terms of conception.

2. A fly in the ointment. Materials cited in material compositions are widely cited in students' compositions, which easily constrains students' hands and feet and is not conducive to students' subjective initiative. This may be a drawback of material compositions.

3. Suggestions. First, we should continue to adhere to the guidance of human culture and humanity, let students express their true feelings, and allow us to collect more excellent materials from the Chinese test papers. Second, the essay topics should give students more space to choose, allowing them to think freely, let their imaginations run wild, and speak out freely and spontaneously. This way, they can produce more excellent works and display their true talents.

Analysis of students’ compositions:

1. Good end. Students can basically choose materials from daily life to express their ideas, and there are certain innovations in the form of composition. Excellent compositions can satisfy teachers in every aspect from content to conception, technique, and writing. The proportion of high-paragraph articles is 5% to 7%; the proportion of high-grade paragraphs is about 17%; the advantages of some students' articles are scattered, and the proportion of middle paragraphs is about 65% .

2. Existing problems. First, it is common for students’ compositions to be vague and meaningless. Second, a very small number of students do not pay attention to reviewing and answering questions, and tend to go off topic. Third, many students still do not pay attention to writing. Fourth, they have simple intentions, are not good at exploring the deeper aspects of life, and have insufficient internal content. A considerable number of students just follow what others say. Fifth, there are very few personalized compositions, which also reflects the issue of emphasizing "model essays" in teaching. Sixth, the language is plain, the writing techniques are simple, and the writer is not good at using rhetorical techniques. Seventh, the expression method is single and cannot organically combine narrative, description, discussion, lyricism, explanation, etc. Eighth, the structure of some students is loose, lacks clues, the transition is unnatural, and cannot be cleverly conceived. The proportion of middle and low paragraphs is about 12%; some compositions do not look like compositions, or have no intention or structure at all, and are scrawled, and the proportion of low paragraphs is about 1% to 2%.

Efforts:

1. Chinese teachers should pay attention to the general Chinese teaching concept in composition teaching, be open and close, and not stick to teaching materials, that is, they must have control over teaching materials. The ability to do everything with ease, and the pioneering spirit to go beyond the textbooks, and to open up students' thinking space depend on the liberation of teachers. Only when teachers dare to take this step will there be a lifeline for students' composition.

2. Guide students to read. Reading ability and writing ability are closely related. Reading more will naturally enrich the content and develop a sense of language. If you persist in this way for a long time, the results will be remarkable.

3. Guide students to be good at capturing every detail of life, paying attention to detailed descriptions, and reflecting life from the small to the big.

4. Resolutely stop students from writing fake and empty-handed essays. They must be meaningful and have true feelings, and avoid whining without reason.

5. Pay attention to the cultivation of personalized composition, guide students to write their own favorite literary forms and language styles, and integrate the soul of masterpieces into their own personalities, and they will surely produce masterpieces.

6. When guiding students to write, they must be targeted and determine the goals. Each time there should be a topic, such as? Detailed description? Language style? Expression techniques? Clever conception? etc. A series of trainings must be achieved , has a complete reinforced structure.

7. We should strive to achieve practical results in the composition evaluation. The method of commenting on composition should be eclectic. Every time, students should be passionate, so that students can subtly understand the writing skills, so that students can understand the writing skills in a subtle way. Find the direction of your own composition efforts through participation.

8. There is still a need to strengthen writing training in composition teaching.

9. Improve classroom efficiency and cherish every minute of learning and life. Especially repetitive training in assigned homework, and training that is laborious but ineffective should be resolutely corrected, so as to leave students their own space.

People who have read the sample analysis of the Chinese language test paper for the second year of high school also read:

1. Analysis of the final Chinese language test paper for the second year of high school

2. Sample analysis report of the test paper