Marking papers after the final exam.

65438+20221October 12? Wednesday? There is light rain on cloudy days.

After the semester, Chinese, math and English papers were sent to three schools respectively.

The school that corrects Chinese test papers is about 4 kilometers away from my home. At 5 o'clock yesterday afternoon, I was suddenly told to change schools, which is about 8 kilometers away from my home. We teachers, who live not too far from the school, are in an uproar.

Then discuss how to get there, and finally decide to carpool together.

Arrive before 8 o'clock.

When I entered the school, I came to the staircase room. First of all, I got a test paper answer and score. Then find a seat to sit down and listen to the person in charge explain the problems that need to be paid attention to when correcting the paper. Then, a young man from an information company told us how to correct the paper on the computer and how to solve the problems encountered.

We chose our position according to the school and grade, sat down and corrected the test paper with the computer.

This is the first time that I have corrected the test paper on the computer.

The fourth grade Chinese topic is divided into five parts. The school sent five teachers, including me, and everyone just got a task. It turned out that the school received a notice the day before yesterday that the test papers should be divided like this.

These five blocks are: 1. 1 ~ 4 basic questions, 2. Fill in the blanks in the fifth question, 3. Fill in the blanks in question 6, read the contents in question 7 for the first time, 4. Read the second reading of the seventh reading question, and 5. Composition.

There are five people in our group, one of whom is the post-90s generation. The team leader assigned her to correct the parts 1. The team leader said, "You are the youngest of the five of us, with good eyesight and keen computer skills."

The girl went over and agreed. She is not a fourth-grade teacher, she is not familiar with other contents, and she may not know what requirements the fourth-grade Chinese should meet. Let her change the basic questions without thinking. Besides her youth and computer skills, there should be another reason for the arrangement of the group leader. I think.

Then a teacher chooses to correct the composition questions by himself.

Later, in the process of correcting the composition, she found the difference between correcting the composition on the computer and correcting the composition on the test paper.

When correcting the composition on the test paper, you can see the content written by the students very clearly.

On the computer, the composition has been cut into pages according to the topic and writing scope. Some students' compositions exceed the grid part of the test paper, which is "explosive" in students' words. As a result, the last line of the composition was cut open, revealing only the upper part of the font. In order to prevent the computer company from scanning again, she took the time to correct the composition, looked at what the students had written with all her eyes, and then graded it as required.

Some students write small fonts, and their eyes are very close to the computer, which is very vague; Sit away, distance yourself, you can't see clearly.

Nearly 200 compositions were corrected, and she repeatedly shouted "Oh, I can't stand it!" "Sure enough, students who write well have obvious advantages. It's really a good reason to give him one or two more points! " "Look at the handwriting written by those students, which really embarrassed the teacher who changed the paper."

What I changed was the fourth part, the second largest reading question.

The other two teachers received the remaining two tasks respectively.

The reading topic I changed is "The Wishing of the Lark", a science fairy tale, and the original version of People's Education Edition. It tells what a little lark and its mother saw, heard and thought in the process of flying in the sky. They flew over the deforestation forest and saw the yellow sand all over the sky and the land desertification; Flying over the river, I saw the flood raging and flooded the village; Fly back to the forest, feel cool and comfortable, make a wish and turn the desert into an oasis.

The last three questions, 1, are fill-in-the-blank questions. Students are asked to imitate where the lark passed by, what they saw or what they wished for according to examples and articles.

The second question requires students to sort out the role of forests in an orderly manner.

Question 3 requires students to make positive suggestions on environmental protection.

This reading question comprehensively examines students' reading ability and reading level.

The proportion of students who can answer 1 and 2 questions completely is low. Many students forget everything, and writing about the places they passed will lose what they saw or wished. If you write down what you see or hope, you will lose the place where you pass.

The second question, most students will only write one or two of them. For example, it can only be written that forests can protect land and prevent land desertification; Forests can store water for flood control; Or the forest can regulate the air, which is a natural temperature regulation system. Other students didn't find the answer from the text, but wrote the function of the forest directly according to their usual accumulation.

This reading problem shows that students have a narrow reading horizon and a small reading volume. They can only understand part of the article, but not the whole article.

At the same time, I also feel that the topic expression is not rigorous and the requirements are not clear, which leads some students to break away from the text to answer questions.

The third question is an open question, and the answer is better. Students are open-minded, and can cite many examples in real life, and put forward positive suggestions for forest protection, such as: planting more trees, prohibiting deforestation and using less disposable goods.

According to the young teacher in charge of 1, the students have a good grasp of the basic knowledge.

Several other teachers also feel that it feels good to change.

I hope the students can get satisfactory results in this final exam.

I hope they can really get the joy of "one pay, one gain".

There are some unexpected phenomena in the process of correcting the paper-because the fifth grade paper is in triplicate, some of the scanned contents are blank, and one page is not scanned at all.

When we got off work in the morning, they were still anxiously waiting for the staff of the computer company to scan and cut the test paper before they began to correct it.

Seeing that they have to work overtime, I feel dizzy because of changing the paper, and I can't help but feel worse and want to vomit.