Analysis report and teaching suggestions on the final test paper of the first volume of Chinese language for the second grade of primary school

#二级# The quality of the introduction is not that important. What is important is how students learn from the experience and lessons in the exam. The following is relevant information compiled, I hope it will help you.

Analysis Report 1. Analysis of the examination situation

(1) Overall performance analysis

The number of statistical samples in this test was 15,887, with an average score of 89.88, 15,374 people who passed, a passing rate of 96.77, and 11,646 outstanding people. The excellent rate is 73.31, the number of excellent students is 14,494, the good rate is 91.23, the score is 100 points, and the minimum is 0 points.

(2) Analysis of the answer situation

Question 1: Please listen to the teacher attentively and fill in the blanks according to the original text. (5 points)

This question mainly tests students’ dictation ability and familiarity with the text content required to be mastered. It also cultivates students’ good habits of listening and writing at the same time. The form of the proposition is relatively novel. The score for this question ranges from 4.41 to 4.9, and the score rate ranges from 88.2 to 98. Judging from the score rate, students have a certain degree of dictation ability, are familiar with the text content, and have a firm grasp of new words. However, due to the careless and impetuous age characteristics of second-year students, there are also some typos, such as: some students write "hard" as "heart"; "waist" is written as "ticket"; "stop" is a second-class word, the textbook It is not required to be able to write, so some students cannot write. There are also a small number of lower-middle school students who have difficulty in recognizing and memorizing new words, which results in them not being able to keep up with their dictation speed and not knowing what to write, resulting in loss of points.

Question 2: Please read the pinyin carefully. I believe you can write the words correctly. (16 points)

This question mainly tests students’ mastery of new words. The words involved in the question are mainly distributed in units one to four, but they are all common words that students can easily confuse. The score for this question ranges from 14 to 15.5 points, and the score rate ranges from 87.5 to 96.9. The most common mistake made by students is to write the word "real" in "春华秋世" with the homophone "shi" or "石"; some students did not review the questions carefully and spelled carelessly, and mistakenly spelled "city" as "honesty" and "Shenzhou". Written as "boat ride".

Question 3: Just connect the words and form words as shown below. You can do it! (10 points)

This question mainly tests students’ mastery of new words and their ability to form words. The score for this question is between 9 and 9.9, and the score rate is between 90 and 99. This question has a higher scoring rate. Those who lost points were due to carelessness, forgetting to connect a line or missing a word; some students, due to their limited vocabulary accumulation, could not correctly use new words to form words after connecting familiar words into new words; in addition, some students A considerable number of students cannot distinguish between "ti" and "hugh".

Question 4: Fill in the blanks according to the dictionary method you have learned! (5 points)

This question not only tests the students' correct mastery of the phonetic word search method, but also tests the students' accumulation of the same radical characters and their mastery of synonyms. The score for this question ranges from 3.76 to 4.85, and the score rate ranges from 75.2 to 97.17. Judging from the score rate, students’ mastery levels are uneven. Many students still write the sequence of sounds in lowercase letters; write syllables as finals or omit tones; some students do not understand the synonyms of "white" correctly and write the synonyms of "white" as "clean" or "white".

Question 5: Please send the words home accurately. (10 points)

This question tests students’ ability to use words. The score for this question ranges from 7.2 to 9.96, and the score rate ranges from 72 to 99.6. The content of the test is not difficult, but the reason for such a large score difference is that students are careless, do not read the questions carefully and think about it, and miss the word "" is more serious; the teacher who corrects the test is more persistent about the standard answer. In fact, as long as it is reasonable, it should be given point. For example: fill in "yellow" and "pink" respectively with "()'s feathers, ()'s small mouth", even if the two words are interchanged.

Question 6: Arrange the words in the same order to form sentences.

(4 points)

This question mainly tests students’ understanding and mastery of complete sentence patterns. The score for this question is between 3.5 and 4, and the score rate is between 87.5 and 100. Students mainly lose points for missing punctuation marks or "le".

Question 7: Please fill it in and complete the sentences. (10 points)

This question mainly tests students’ accumulation of text content, antonyms, and proverbs that are required to be read and memorized. The score for this question is between 9 and 9.92, and the score rate is between 90 and 99.2. Judging from the score rate, students have a relatively solid grasp of book knowledge and write correctly. Mainly, some students still don't understand what a proverb is. The question requires them to write a proverb in four-character words. Some students can't write it at all. Some students mistakenly wrote "白云生地" as "白云狠".

Question 8: Write sentences according to the pattern. (10 points)

This question mainly tests students’ mastery of various sentence patterns. The score for this question is between 8.9 and 9.8, and the score rate is between 89 and 98. The sentence exercises involved in the questions are the focus of training this semester. Teachers often provide corresponding exercise training, but there are still some students who do not carefully understand the question requirements and write a sentence casually, resulting in loss of points; some students do not correctly use "boundless". "of" and "happily", they don't know where to put the words; some students don't know how to check, and they copy the wrong words when they change the sentence structure.

Question 9: Happy reading and easy practice. (15 points)

This question mainly tests students’ understanding of extracurricular reading materials such as fairy tales. The score for this question is between 13 and 14.65, and the score rate is between 87 and 97.7. Judging from the scoring rate, the degree of mastery is uneven.

The full text of the first subquestion *** has () natural paragraphs. The loss of points was small, but some students did not form the habit of marking natural paragraphs and made mistakes.

The second question mainly tests students’ familiarity with the content of the essay. Some students are not familiar with the content of the story because they gulp down the text when reading it, and they cannot find the corresponding content to fill in the blanks.

The third question tests students’ mastery of AABB-style words. This question is also a training point this semester, and students generally score higher.

The fourth question tests whether students can accurately and appropriately express their inner feelings after reading a short article. Because some students have poor reading ability and do not understand the article thoroughly enough, they cannot closely follow the content of the article to answer the questions, and the sentences written by some students are not smooth or complete.

Question 10: Writing display stand. (15 points)

Mainly tests students’ observation ability of multiple pictures and language expression ability. The score for this question is between 11.6 and 14.5, and the score rate is between 77 and 96.7. Judging from the answers to the questions, students can basically see the meaning of the picture clearly and write without any deviation from the topic. However, the situation is as follows: unable to properly use the words learned in reading and life in writing, the sentences are not fluent, and the language expression is unclear; cannot look at pictures to expand imagination, and the meaning is incoherent; cannot use punctuation marks correctly, and there are many typos ( Especially the use of the three words "的, 地, 德"); some students did not clearly leave two words blank at the beginning of their writing; a large number of students were not able to make good use of the "treasure house of words" provided in the test paper and "Sentence Tips."

Teaching suggestions Judging from the comprehensive performance of students in this exam: most students have a relatively good grasp of basic knowledge, and the score rate is high, which shows that the teacher has grasped the training of knowledge points regularly. Very tight, students can read more, practice more, and consolidate more. But at the same time, there are also bad phenomena such as weak ability to review questions, carelessness, and failure to pay attention to inspections, resulting in loss of points. In response to this situation, we recommend:

1. Study the new curriculum standards carefully and study the teaching materials diligently.

Study the specific requirements for the teaching content of the second grade in the new curriculum standards, and read through the content of the "Teacher's Teaching Manual" regarding the arrangement of teaching materials, characteristics of teaching materials, learning objectives, and teaching suggestions to clarify this content. The teaching objectives of this book.

Study the teaching materials carefully, summarize the knowledge points in detail, and be aware of them.

2. Pay close attention to literacy and writing, and carry out solid teaching of new words.

The focus of Chinese language teaching in lower grades is still literacy teaching, and the key is to learn how to read and write well. There is no upper limit on the amount of literacy, but a minimum limit should be guaranteed (at least the words "able to recognize" and "able to write" in the textbook must be mastered).

(1) Following the principle of separating reading and writing, recognizing more and writing less, focus on guiding students to learn new words with the help of pinyin and dictionaries, discover the connection between new words and familiar words, and encourage students to use memory rules to transfer what they have learned The components and literacy methods are transferred to the learning of new characters. For example: Encourage students to use their favorite and most accustomed method to recognize and memorize Chinese characters.

(2) Connect with the reality of life and learn literacy through multiple channels, such as: knowing the names and characters of classmates and family members, literacy from signs, literacy from TV, advertisements, magazines, reading more extracurricular books, etc. Be literate in daily life to prevent new words from resurrecting. At the same time, students often exchange literacy methods, experiences and feelings with each other, such as playing literacy and word-making games together and making vocabulary cards together.

(3) Squeeze out a minute or two every day to practice dictating new words and other tests, and make timely corrections.

(4) Really implement writing standards, correctness and neatness, achieve "correction after mistakes", and minimize mechanical copying. You should not write too much in each class, especially don't squeeze it all into the first class period. , writing teaching is scattered in every class. Teachers should conduct personal demonstrations of writing on the blackboard in a timely manner, focusing on instructing the strokes that are difficult to write well and the stroke order that is easy to write wrong. They should also train students to consciously observe the distribution of strokes of new characters in the grid. Especially avoid using courseware and other multimedia models to write new characters. After students write, they must scientifically evaluate and reward and punish the writing of new words.

(5) Distinguish between the words "knowing" and "writing". The teaching requirements of the two should not be confused.