Eighth grade Chinese teaching quality analysis report

In the teaching of eighth-grade Chinese, teachers must make quality analysis reports at any time. Below is an analysis report on the teaching quality of eighth-grade Chinese that I compiled online for your reference. Eighth-grade Chinese teaching quality analysis report (1)

As a teacher, it is the responsibility of each of us to let students learn their lessons well and improve the quality of education and teaching. The way to improve the quality of education and teaching lies in the reform and innovation of classroom teaching. The guarantee of improving the quality of education and teaching depends to a large extent on the process management of teaching. The results of the mid-term exam have been announced. Now we will analyze the quality of Chinese teaching in the eighth grade of Xuanhua Junior High School. The purpose is to objectively evaluate the current situation of our teaching and learning, identify problems, clarify the root causes of the problems, and formulate practical improvement measures. .

1. Reasons and purposes of analysis

Through analysis, we can point out the direction for future classroom teaching, build a platform for us to effectively implement school-based teaching and research, and further transform new concepts into teaching. Behaviors build bridges and pave the way for the construction and improvement of the evaluation system in basic education curriculum reform.

2. Quality analysis

(1) Test paper analysis

1. The guiding ideology of the proposition

The proposition is closely linked to the curriculum standards and Curriculum standard teaching materials fully reflect the learning objectives and learning content stipulated in the "curriculum standard", embody the concept of curriculum reform, are conducive to quality education, are conducive to cultivating students' learning and inquiry abilities, are conducive to guiding the in-depth development of curriculum reform, and can effectively test The quality of Chinese teaching can reflect students' Chinese literacy and play a leading role in future classroom teaching.

This set of test questions highlights the concept of ability and enhances the connection between the test questions and social reality and student life. Divided into four major sections: Accumulation, Application, Modern Literature Reading, Classical Chinese Reading, Composition, from the shallower to the deeper, highlighting the ability concept, especially the ability to use learned knowledge to analyze and solve problems in specific situations, and provide students with reasonable creation There is a certain space left, which not only conforms to the spirit of the "curriculum standard", but also comprehensively and objectively tests the students' Chinese literacy; it mainly tests the students' four abilities of memorization, understanding, analysis and synthesis, and expression and application. Because it is a phased test, the ability requirements focus on general difficulty, which serves as a good guide for Chinese teaching in the second half of the eighth grade, with a view to effectively improving teaching effectiveness, consolidating the results achieved, and further promoting the reform of Chinese classroom teaching.

2. The following problems were found from the test score analysis:

(1) Analysis of answer questions

This period is the eighth grade exam in our school** *248 people took the exam, with an average grade of 85.9 points. The highest score in the grade was 106 points, and the lowest score was 58 points. Among them, 12 people scored 100 points or more, 54 people scored 90-99 points or more, 104 people scored 80-89 points, and 21 people scored 70-79 points. Among students, 16 students scored 60-69 points, and 9 students scored 50-59 points. There was a 4-point difference between the highest score per student and the lowest score per student in the class; the excellent rate was 38%, and the passing rate was 88%. Among them, the score rate of accumulation and application is 90%, the score rate of understanding and analysis is 78%, and the score rate of ancient Chinese reading is 60%.

(2) Academic situation analysis

Before the exam, students were reminded of the key points and difficulties of the exam, as well as issues that should be paid attention to during the exam. After seeing the test paper, they felt confident and thought that as long as they It is a knowledge point that has been trained, and students should take the exam easily. Judging from the test scores, the language accumulation and application are relatively good. Many students scored above 90%, which was predicted before the test. However, judging from the scores in ancient classical Chinese reading, it is not optimistic. Some students do not understand classical Chinese deeply enough. They only have a partial understanding of many key words and sentences. Some even make jokes in the process of answering questions, such as : ?Yellow hair hangs down and I am happy? In the translation of this sentence, some students do not understand the meaning at all. Although some students understand the meaning, they cannot express it in complete language. For example, some students translated it as? Their yellow hair hangs down to their shoulders, and they are happy. ?Some students translated it as "the elderly and children are happy".

The reason for this kind of joke is that students do not fully understand the meaning of words and sentences and cannot summarize them in their own language.

Judging from the scores of each topic, the accumulation and application and modern reading scores are higher. The compositions can also select materials and ideas according to the requirements. However, many students’ selection of materials and ideas are not novel enough, and the topics are not new enough. , are all commonplace, so the score is not too high. Reading ancient Chinese classical Chinese lost more points, and a considerable number of students scored less than five points for the 20-point question. The reason was that the understanding of words and sentences was not good enough, the language organization ability of translated sentences was poor, and some sentence structures were incomplete.

3. Analysis of the reasons for success or failure

1. In terms of the results obtained through this exam, we found that most students can keep the paper clean, write standardizedly, and have a good understanding of ancient classical Chinese. The understanding and recitation of ancient poems are well mastered. Some students' compositions are fluent, and they can use a variety of rhetorical techniques at the beginning and end to make the article vivid and the center prominent. The achievement of these results has a lot to do with the fact that we usually ask students to excerpt good words and sentences every day. We require students to excerpt three hundred words of content every day, requiring neat handwriting and standardized writing; in addition, the recitation of ancient Chinese and ancient poems requires people to People can recite it and translate it so that they can understand every word and every sentence. This is why we score so high in these areas.

2. Problems in students’ answer sheets

(1) Some students’ papers are not neat and tidy, with many typos, sloppy writing, and random scribblings.

(2). Weak awareness of question review. There are two reasons: First, the title is not clear and rigorous. For example: Can you please write four sentences of ancient poems describing war? The students do not know whether to write four sentences from one poem or four sentences from different poems. Whether a period represents a sentence or a comma represents a sentence. words, so some students wrote two complete poems, doing ineffective work and wasting exam time. The second is the lack of method guidance. For example, the summary question of news content only instructs students to find key words in the introduction, but does not instruct students to pay attention to the key points when filtering information. The language is concise, appropriate and accurate, so some students also filtered out the main information. , but I always feel that the language is not refined enough. This is a mistake in our Chinese teaching.

(3). The amount of reading is small, the reading area is narrow, and the reading comprehension ability is weak. ?Comprehension?Perception?The score rate is 71%; the reason is that in addition to poor understanding ability, the main reason is that the language expression is not accurate enough and the language organization is not tight enough.

(4). The reading scores of some classical Chinese texts are not ideal, and the translation of classical Chinese texts cannot be implemented word by word.

(5). Not paying enough attention to life and society.

(6). The materials selected for the composition are not novel enough and lack life connotation. The field of vision of the selected materials is not broad enough and the scope is narrow. The phenomenon of fictional and applied materials is more prominent. Most students are limited to school, family, etc., and the content is bland. . The stylistic characteristics of the composition are not well grasped. The narrative is straightforward, the focus is not prominent enough, the writing is anticlimactic, the language lacks literary grace, and lacks highlights. Most students lack emotion and complain for no reason; they lack details and formal innovation in their writing; a few students have the bad habit of memorizing model essays. The proportion of "excellent compositions" that have a prominent center, smooth and beautiful language, beautiful fonts, relatively complete structure, and profound intentions is too small.

Eighth-grade Chinese teaching quality analysis report (2)

1. Overall analysis

Generally speaking, this final examination paper was relatively successful. The examination paper highlights the examination of the knowledge and Chinese ability that students have mastered in one semester, attaches great importance to the examination of basic Chinese knowledge, and highlights the examination of students' Chinese literacy. It has strong guidance for future teaching, is moderately difficult, and is in line with the examination of all students.

This test question is worth 120 points and the test time is 100 minutes. A total of 420 students from our school took the exam, with the highest score being 113 points, the lowest score being 10 points, and the average score being 90.1 points.

The structure of this test paper is mainly divided into the following blocks:

(1) Accumulation and application of Chinese knowledge.

It mainly tests several aspects such as the writing of Chinese characters, the use of idioms, dictation of famous sentences from ancient poems and essays, imitating sentences, modifying grammatical errors, and knowledge of classics. It is a very targeted test of students' mastery of basic knowledge of Chinese language. .

1. Chinese character writing 2. Use of idioms These two questions are similar to the final exam paper in 2007. We just did it for the students during the final review time, so the scores were better. 3. Fill in the blanks with famous sentences. The first and fourth questions are mechanical dictation, that is, the previous sentence is given and the next sentence is required to be written, or the next sentence is given and the previous sentence is required to be filled in. The difficulty is low, except for some typos, the rest score well. The fifth question needs to be filled in. The famous lines in Lu You's "Visiting Shanxi Village" are application-type dictation, that is, a certain background is given and the verses are filled in as required. Due to the deletion of this poem in the revision of the text, it was a bit over the top, resulting in students' unsatisfactory scores. In the sixth question, writing poems about the Spring Festival or Mid-Autumn Festival counts as comprehensible recitation. The students read the question carelessly and wrote poems about other traditional festivals, so they lost more points. It can be seen from this that students pay more attention to mechanical memory, but do not really understand. Therefore, in future teaching, attention should be paid to memorizing ancient poems on the basis of understanding.

(2) Modern literature reading

Using a combination of in-class reading and extra-curricular reading. This is inconsistent with the fact that all high school entrance exams are taken outside the classroom, but it is also necessary to remind teachers to use teaching materials well and avoid teachers’ thinking that the high school academic exams are not tested in class, and the texts can be taught or not.

The questioner chose the key passages of the Marco Polo Bridge in "Chinese Stone Arch Bridge" for in-class reading, and the popular science essay "The Words of Nature" for extracurricular reading. From the question design point of view, it is not very high or difficult both from the design point of view and the way to obtain the answer. Judging from the test points of the questions, the focus is on cultivating students' ability to analyze and summarize based on an overall grasp of the article, as well as good reading habits of keeping words and sentences in line, careful consideration, and in-depth thinking. Existing problems: The answer is not what the question is asked, and the answer is not found in the context; the answer does not grasp the key points, and the answer is more, but the score is less.

(3) Reading of ancient poems

Based on the traditional in-class and extra-curricular classical Chinese, an ancient poem reading "Ti Jinling Ferry" is added, and the selection of ancient poems is also very difficult. It is suitable and does not set too many obstacles for students to understand. It is consistent with the requirements of ancient poetry reading questions for high school entrance examination students. But for eighth-grade students, the question setting is a bit difficult. Students are asked to find the best word to use for analysis. The students' answer scores are not very high. The in-class classical Chinese essay "The Story of Peach Blossom Spring" is relatively simple and scores well, while the extracurricular classical Chinese essay "Ruan Yu Burns the Car" is relatively simple and easy for students to understand. However, in question 21, the story still loses a lot of points in analyzing Ruan Yu’s character.

(4) Composition

The composition form is freed from the previous "topic composition" and adopts the form of "semi-propositional composition", which is consistent with the general trend of the current composition examination question types. There is no barrier to review and the stylistic requirements are downplayed. The question writer sets the title: "Again" and requires students to complete the title first and then write the text realistically. For this composition title, it mainly reflects the composition proposition intention of "Everyone has something to say, and everyone tells the truth." Students have more profound experiences, have something to say, and have more sincere feelings, but they lack profound expression. That is to say, they don’t know how to express their feelings, their life span is narrow, and the materials they choose are not very novel. I am revising my composition. During the process, we found that there were problems in that the composition materials were not typical enough and the daily life materials were not rich enough. Many of them were writing about birthdays or the Spring Festival. Some misuse words, make unclear sentences, lack of language, and lack of literary talent.

3. Suggestions for future teaching and propositions

(1) Chinese teaching

1. Basic knowledge of Chinese

Basics of Chinese Knowledge has always been an important part of Chinese teaching. We must carefully study the Chinese curriculum standards. For the teaching of ancient poetry, we guide students to recite on the basis of understanding and avoid mechanical memorization. In terms of language expression, students are guided to read more, practice more, and make full use of comprehensive activities to cultivate students' language expression.

2. Modern literature reading

In teaching, students must first be guided to learn to grasp an article as a whole, and then grasp the main idea of ??the article.

Instruct students to interpret the text with an overall grasp, and not to isolate individual words and sentences of the article from the whole. It is necessary to practice students' ability to extract information based on text and cultivate students' ability to understand important sentences in articles based on context.

When guiding students to answer reading questions, they should purposefully guide students on some problem-solving methods and techniques, and also explain some writing techniques, such as expressions and expression techniques, in a targeted manner based on the topic. , learn to contrast, highlight, foreshadow, etc. just right. In daily reading exercises, it is necessary to strengthen guidance on students' answering standards and language expressions.

3. Reading of Ancient Poetry

Strengthen the classroom teaching of classical Chinese. In the classroom teaching of classical Chinese, we must conscientiously implement the memory and understanding of classical Chinese words and strengthen the understanding of classical Chinese sentence patterns. To understand, for the translation of classical Chinese sentences, students should be guided to combine literal translation and free translation, and pay attention to the smoothness of the sentences. In teaching, it is necessary to strengthen the cultivation of students' sense of literary language and require students to recite more classic classical Chinese texts.

For the practice of extracurricular classical Chinese, it is appropriate to select some short essays that are as difficult as the in-class classical Chinese and have strong humanistic connotations for students to practice. The focus is on extending the knowledge outside the classroom appropriately on the premise of consolidating the knowledge in the class. I think that for extracurricular classical Chinese, the test questions are outside the class and the knowledge is inside the class. Of course, students must also be guided to master some techniques for answering extracurricular classical Chinese essays.

4. Composition

Strengthen practice in daily life, and do different exercises for different styles; guide students to concentrate on experiencing life. Strengthen guidance on students’ reading. Chinese teachers must encourage and support students' extracurricular reading without hesitation, focus on cultivating students' reading hobby, and use various forms of reading salon activities to promote students' extracurricular reading. Only when the reading scope is broad, the student's knowledge scope is broad, and the cultural background is thick, can the composition be fluent and accumulated.

(2) Suggestions on topics

Topics should be set taking into account the abilities of all students and the requirements of the curriculum standards. The questions for ancient poetry reading are relatively difficult. If you want to take the test, you should try to test some simple ones, such as understanding of content and emotion or appreciation of famous sentences.

The modern literature reading in-class and extra-curricular selections are both expository essays. Although the style is downplayed, it seems unreasonable that the styles of the two selections are similar. At the same time, the score is a bit unreasonable. For example, questions 7 and 13 are worth 6 points. The direction of some questions is not very clear, such as question 8, which asks students to give examples of real numbers and estimated numbers. It is a bit difficult for students to understand the question.