Quality Analysis of the Final Quality Inspection for the Second Semester of High School Chinese Language

1. Proposition Principle

1. Strictly follow the content of the high school Chinese academic proficiency test determined in the "General High School Curriculum Plan" promulgated by the Ministry of Education, standardize and cultivate students' habits of learning Chinese, Focus on developing abilities.

2. The test paper reflects the characteristics of the Chinese subject, that is, the unity of instrumentality and humanities.

3. The content of the Chinese test paper covers the Chinese knowledge involved in volumes 1-4 of middle school Chinese textbooks, and tests students’ ability to apply knowledge.

4. Closely integrate with life and fully embody the concept of Chinese culture.

2. Analysis of the test paper

(1) Analysis of the structure of the test paper

This set of test papers is worth 150 points and consists of two parts, Paper I and Paper II. Paper I is multiple-choice questions, with 10 small questions, and is worth a maximum of 30 points; Paper II is non-choice questions, with 10 small questions, and is worth a maximum of 120 points. The ratio of difficult to easy questions (1:4:5) fully meets the requirements of superior leaders for the test questions of this exam. The knowledge coverage is comprehensive, which not only tests the students' mastery of basic knowledge, but also tests the students' ability to use knowledge to solve problems.

(2) Content analysis of test questions

According to the content specified in the 2009 examination syllabus, this test includes seven major questions and 20 small questions. The specific content is as follows:

The first major question: Language knowledge and language expression, ***12 points

They are the recognition of word pronunciation, the use of idioms, the analysis of language disorders and clarity and coherence. The pronunciation and related words are all from the teaching materials, guiding students to pay attention to the teaching materials. Idioms are common error-prone words such as shameless, unsatisfactory, etc., and wrong sentences involve common typical types, such as collocation, incompleteness, and word order. These are also the focus of the college entrance examination.

The second biggest question: social science reading question, 3 questions, ***9 points.

Scientific and technological text reading tests questions such as information screening, analysis and judgment, content understanding, and inductive inference. It focuses on testing students' analytical thinking and reasoning abilities based on understanding the text. The overall difficulty of the test questions is moderate.

The third major question: Classical Chinese reading, ***3 questions, ***9 points.

Classical Chinese reading tests the meaning of content words, the use of parts of speech, content analysis and summary, and sentence translation. The text comes from the text, and another paragraph related to the text is selected for comparative reading. Questions 8 and 9 are easy.

The fourth major topic: classical Chinese translation, poetry appreciation, and dictation of famous articles. ***18 points.

The sentence selection of the translation question is relatively typical. It comprehensively tests content words, function words, and sentence patterns. The test focuses on the basics and is relatively low in difficulty. The choice for appreciation of ancient poetry is "Duan Ju" by Li Shangyin. The selection of materials fully reflects the emphasis on teaching materials. The first question tests students' overall grasp of literary knowledge and their ability to memorize. The second question requires students to appreciate poetry in terms of a certain aspect of artistic techniques, which fully reflects the openness of the test questions. Students can fully demonstrate their appreciation skills.

The dictation of famous sentences covers the must-memorize passages in volumes three and four of high school, which has a certain guiding effect on reminding students to "return to the text and pay attention to the textbook".

The fifth major question: Modern reading, ***18 points.

The modern literature reading questions follow the "Examination Outline", and the examination content does not exceed the scope of the "Examination Outline"

; there are no side questions or strange questions; the modern literature reading materials have both cultural connotation and The atmosphere of the times, while strengthening ideological and moral education, purifying students' minds, combining traditional question types with openness, fully embodying the spirit of curriculum reform.

The sixth major question: Language use***17 points. Question 17 is a continuation, comprehensively testing students’ ability to actually use language. This question reflects the requirements of the new syllabus for students’ thinking cultivation. Question 18 organically combines the recitation, dictation, meaning and summary of idioms and ancient poems to test comprehensive ability. Question 19 is a summary, testing the ability to extract information.

The seventh major question: 60 points for writing.

Composition on new materials has a wide range of topics and is highly open-ended, providing candidates with a broader thinking space. Guide students to pay attention to life and pay attention to life; guide students to refine life and improve their thinking. Students have something to say and content to write, with more compositions above average.

(3) Characteristics of the test paper

1. The test paper is based on students’ actual learning and highlights the characteristics of the teaching materials.

The test paper fully considers the actual situation of all students in the design of the questions, not only testing the students' level, but also testing the students' confidence.

2. The test questions are innovative and breakthrough, and attention should be paid to the implementation of the spirit of the "New High School Curriculum Reform".

While pursuing the stability and continuity of the test questions, we do not stick to a single model and pay attention to implementing the spirit of the "New High School Curriculum Reform". For example, the second question of Question 12 Poetry Appreciation requires students to appreciate it from any angle. Poetry fully reflects the openness of the test questions. Question 16 of Modern Literature Reading requires students to appreciate articles from both life and language aspects, which also reflects this. Question 17 is continued based on the situation, giving full play to students' imagination and creativity, reflecting the flexibility of the test questions.

3. Closely integrate with real life and fully reflect the characteristics of Chinese language.

Chinese is a discipline that combines instrumentality and humanities. Closely connecting with real life, correctly understanding and using the language of the motherland, inheriting excellent culture, carrying forward the spirit of the times, and forming healthy and beautiful emotions and enterprising life attitudes and values ??are important goals of Chinese teaching as a basic education. From a certain perspective In a sense, examination is also a kind of education. The values ????and the pursuit of the test direction reflected in the situation setting of the test questions will also have a subtle educational effect, and can even guide the value judgment of Chinese teaching. For example, the selection of classical Chinese reading materials fully reflects Lin Xiangru's intelligence, wit and bravery, thereby guiding students to establish a sense of responsibility. Modern reading materials reflect the author's cherishment and call for social true feelings.

4. The answers are diverse, open and flexible, and train students’ Chinese thinking quality

The new curriculum standard emphasizes “people-oriented” and respects students’ individual differences. This set of test questions pays attention to the diversity and flexibility of the test questions from the setting of the questions to the answers.

In short, this set of test questions focuses on both basics and abilities, is both stable and solid, yet flexible and open. It is both a staged proficiency test and closely connected with the college entrance examination. It is a good set of test questions with a strong humanistic color.

3. Examination Situation Analysis

This exam is the last large-scale exam for high school students, so various factors must be considered comprehensively. Especially considering the psychology of students at this time, this test question not only tests the students' level, but also tests the students' confidence. It is a set of good test papers with appropriate difficulty, accurate reliability, and guiding significance for students' final sprint. .

1. Analysis of test paper situation

There were 56 people sampled in the test paper, with an average score of 99.8, an excellent rate of 1.8℅, and a passing rate of 88.9℅

2. Students Analysis of question-answering situations

(1) Students’ question-answering skills have been significantly improved. The scoring rate for non-choice questions was significantly higher than in previous exams.

(2) Students did not do enough careful work in the review process. For example, in the continuation question of question 18, the students did not review the information, resulting in random answers.

(3) Students’ generalization ability needs to be improved. Poetry appreciation and modern literature reading require students to have a high level of generalization ability and transform images into abstractions.

(4) In terms of composition, students have weak stylistic awareness and obviously lack experience in reviewing questions, layout and planning. If students cannot see the big from the small, and cannot write true feelings through their own experiences, the composition will not be vivid and touching.

(5) The writing on the paper is not standardized enough and the handwriting is illegible.

4. Future Teaching Suggestions

Judging from the student questionnaire, the scores in the memorization part are not very high. For example, in the dictation part, the average score is 4 points, which does not reach 100%. , and students do not have a solid grasp of the pronunciations and shapes of common characters. Since these are the first two questions in the entire test paper, once they encounter obstacles, they will seriously disturb their mood and waste precious exam time. Therefore, in future teaching, we must focus on the basics and do the questions that can score points first.