How to write test paper analysis?

1. Full-volume difficulty analysis: Understand the grasp of difficulty (average score), dispersion (standard deviation), score distribution (normal distribution) and test score distribution (the difference between the expected difficulty layout and the actual situation).

2. Analysis of difficulty level: By analyzing the scores of "easy questions", "slightly difficult questions" and "relatively difficult questions", we can understand the mastery of learning situation and the accuracy of teaching orientation.

3. Analysis of knowledge structure: Through the analysis of the score of knowledge plate, we can understand the mastery structure of students' knowledge plate and the achievement of teaching objectives.

4. Question analysis: Understand the problem-solving ability level of "multiple choice questions", "fill in the blanks" and "answer questions".

5. Proposition quality analysis: examine the discrimination of test questions and understand the quality of test questions and the reliability of test results.

6. Correlation analysis: By studying the correlation coefficient between the individual and the whole of certain characteristics, the individual difference of this characteristic is analyzed, such as the correlation analysis between girls and the whole.

Refine each subject, then refine each wrong question, analyze the reasons for the mistakes, and it is best to write the study plan for the next stage. Analyze your own test paper, and then choose the most typical question in the whole test paper. What should I do if I don't write your opinion on the test results at the beginning next time? Serious reflection is the first: first, this failed study is very helpful. Do it with your heart, don't be an errand.

You can't just look at the results to analyze. You should specifically analyze the topics and reasons for losing points, analyze your own shortcomings in knowledge mastery, and improve measures.

First, the paper evaluation

The test questions are based on the teaching materials, which increase the difficulty and capacity appropriately, reflecting flexibility and comprehensiveness. They focus on examining students' ability to understand and use language in connection with language environment and life, as well as their ability to understand, feel and use necessary words, phrases, sentences and paragraphs. They assess students' basic skills of comprehensive application of knowledge and pay attention to cultivating students' language literacy. The function of evaluation-oriented function in this paper is obvious. The examination results of this Chinese subject basically reflect the reality of Chinese teaching in primary schools. Students' basic knowledge is relatively solid, and their accumulation and application are insufficient, and their reading habits and autonomous reading ability are insufficient, and their grade homework level is generally good. The following is a concrete analysis of the situation of each grade:

Second, the analysis of test questions

From the whole paper, students have a good grasp of basic knowledge. Students lack too much knowledge in expanding reading ability, and teachers usually don't expand enough. The reasons for the loss rate of students' ability to accumulate and use idioms are as follows: first, the accumulation amount is small, but there are too many typos, which shows that students' usual accumulation habits have not been developed; The accumulation method only pays attention to the back and ignores writing; Reading after Chinese class is not enough. Students have not received enough training in mastering and using sentences. Abbreviations, anthropomorphic sentences, figurative sentences and rhetorical questions are limited to textbooks, which do not make full use of the resources around and after class and lack the process of practical application. Students can't fully grasp the types of sick sentences (improper collocation of words, inconsistency, inverted word order, incomplete sentences, etc.) when modifying sick sentences. ). Teachers should guide the above contents.

The in-class part mainly examines students' reading ability in class, which reflects the lack of efforts to cultivate students' reading habits. The most concentrated performance is that students' ability to understand words and sentences in context is weak. First, their understanding of words is inaccurate and their meanings are completely wrong. Second, understanding the meaning of a sentence is still superficial; Third, there is no answer at all. Chinese reading focuses on the process, and students' autonomous reading ability is cultivated in the process, while teachers ignore the guidance of reading, understanding, using, speaking and writing in the process; Students don't read carefully, so they start to answer after browsing the article, and don't think carefully about the words and sentences they don't understand. Teachers should pay attention to cultivating students' ability to absorb, internalize and gradually form in accumulation. The extracurricular part mainly examines students' extracurricular reading ability. On the basis of grasping the article as a whole, students can answer quite well the questions of adding themes, drawing central sentences, adding punctuation marks and explaining words. Although the understanding of sentences is not bad, some students don't answer at all, which reflects that the teacher has not made great efforts to cultivate students' reading habits. Some students lose points in analysis, generalization and language expression, which obviously reflects their lack of reading ability and good reading habits.

The exercise part mainly examines students' observation ability and language expression ability. Students choose materials from their own lives, do their own topics, have something to say in writing, and can also write their true feelings. However, some students don't get into the habit of revising articles, and they also get a lot of points on segmentation, typos, punctuation and other issues. Compared with the requirements of Chinese curriculum standards, there is still a certain gap, which needs to be strengthened and improved.

Third, the rectification opinions

1. It is suggested that Chinese teachers should strictly implement the Chinese curriculum standards in this period, design the teaching process in three dimensions, especially guide students in the process and methods, so that students can learn to use a variety of reading methods and have the ability to read independently.

2. According to the instructions for the use of Chinese textbooks, we should not only do a good job in the main text teaching, but also complete the content in the "Chinese world"; Make full use of reading guidance and preview tips. Usually, we should do a good job in each reading class and exercise class seriously and solidly to cultivate students' reading and writing ability.

3. Require teachers to have a strong sense of responsibility, deeply research, develop and use teaching materials; Teachers should be spiritual, savvy and patient in order to form unique teaching characteristics. Teachers should teach students scientific learning methods with a developmental perspective. While paying attention to the perception, accumulation and internalization of model essays, Chinese teaching should actively expand to extracurricular reading, make full use of comprehensive Chinese learning activities, build a platform for students to show and communicate, and increase the breadth of students' accumulation. Teachers should recommend good books to students to help them broaden the ways of accumulation.

4. Quality becomes a habit. Without the training process, there will be no educational achievements. Teachers must attach importance to creating opportunities for students to practice Chinese, give specific guidance in some links, guide students to delve into texts, let students gradually learn to think and read in the process of reading, discover the laws of language, cultivate aesthetic taste, and thus improve their ability of independent reading and self-writing.

Fourth, reflection and prospect.

Looking at Chinese examination papers, I feel that it has become a teacher's knowledge to pay attention to the cultivation of students' thinking ability, practical ability and innovative ability in teaching, but teachers do not look at it from the perspective of systematic teaching. In reading teaching, teachers pay more attention to "teaching" than "guiding" (most teachers take a go through the motions attitude. Lack of ability to promote continuous learning. In the future Chinese teaching, our teachers must change students' "receptive learning" into "absorptive learning", so as to guide students to "realize", teach students to "learn", guide students to "understand", emphasize students' "use" and seek students' "development".

First, the paper evaluation

The test questions are based on the teaching materials, and the difficulty and capacity are appropriately increased, reflecting flexibility and comprehensiveness. Focus on students' ability to understand and use language in connection with language environment and life, and understand, feel and use words, sentences and paragraphs after necessary understanding and experience. Evaluate students' basic skills of comprehensive application of knowledge. Pay attention to the cultivation of students' Chinese literacy, and the evaluation-oriented function of this paper is obvious. The achievement of this Chinese test paper basically reflects the reality of Chinese teaching in primary schools. Students' basic knowledge is relatively solid, and their accumulation and application are insufficient, and their reading habits and autonomous reading ability are insufficient, and their grade homework level is generally good. The following is a detailed analysis of the situation of each grade:

Second, the analysis of test questions

Judging from the whole paper, students have a good grasp of basic knowledge. Students lack too much knowledge in expanding reading ability, and teachers usually don't expand enough. The reasons for the loss of students' ability to accumulate and use idioms are as follows: First, there is a small amount of accumulation, although there is a certain amount of accumulation, but there are too many typos. It can be seen that students' usual accumulation habits have not been developed; The accumulation method only pays attention to the back and ignores writing; Reading after Chinese class is not enough. Students' ability to master and use sentences has not been well trained. Abbreviations, anthropomorphic sentences, figurative sentences and rhetorical questions are limited to textbooks, which do not make full use of the resources around and after class and lack the process of practical application. Students can't fully grasp the types of sick sentences (improper collocation of words, inconsistency, inverted word order, incomplete sentences, etc.) when modifying sick sentences. ). The above content, teachers should pay attention to methods in guidance, so that students can master the essentials, and the breadth and flexibility of training should be strengthened, instead of just doing exercises in textbooks and dabbling.

The in-class part mainly examines students' reading ability in class, which reflects that they are not diligent enough in cultivating students' reading habits. The most concentrated performance is that students' ability to understand words and sentences in context is weak. First, their understanding of words is inaccurate and their meanings are completely wrong. Second, understanding the meaning of a sentence is still superficial; The third is not to answer at all. Chinese reading focuses on the process, and students' independent reading ability is cultivated in the process, while teachers ignore the guidance of reading, understanding, application, speaking and writing in the process; Students' reading attitude is not serious, so they start to answer after browsing the article, instead of trying to figure out, experiencing and feeling the words and sentences they don't understand. Teachers should pay attention to training students to absorb and internalize in accumulation and gradually form their abilities. The extracurricular part mainly examines students' extracurricular reading ability. On the basis of grasping the article as a whole, students can answer questions such as adding topics, drawing central sentences, adding punctuation marks and explaining words. Although the understanding of the sentence has been answered, the answer is not appropriate; Some students don't answer at all. It reflects that teachers are not careful in cultivating students' reading habits. Some students have a high failure rate in analysis, generalization and language expression in reading, which obviously reflects their lack of reading ability and good reading habits.

The exercise part mainly examines students' observation ability and language expression ability. Students choose materials from the life they have experienced, draw up their own topics, write something they want to say, and also write some of their real feelings. However, some students have not developed the habit of revising articles, and they are also divided into many problems such as segmentation, typos and punctuation. Compared with the requirements of Chinese curriculum standards, there is still a certain gap, which needs to be strengthened and improved.

Third, the rectification opinions

1. It is suggested that Chinese teachers should strictly implement the Chinese curriculum standards in this period, design the teaching process in three dimensions, especially guide students in the process and methods, so that students can learn to use a variety of reading methods and have the ability to read independently.

2. According to the instructions for the use of Chinese textbooks, we should not only do a good job in the main text teaching, but also complete the content in the "Chinese world"; Make full use of reading guidance and preview tips. At ordinary times, do a good job in each reading class and exercise class seriously and solidly, and cultivate students' reading and writing ability.

3. Require teachers to have a strong sense of responsibility, deeply research, develop and use teaching materials; We should be spiritual, savvy and patient, and form unique teaching characteristics. Teachers should teach students scientific learning methods from the perspective of development. While paying attention to the perception, accumulation and internalization of model essays, Chinese teaching should actively expand to extracurricular reading, make full use of comprehensive Chinese learning activities, build a platform for students to show and communicate, and increase the breadth of students' accumulation. Teachers should recommend good books to students to help them broaden the ways of accumulation.

4. Quality comes from habit. Without the training process, there will be no educational achievements. Teachers must attach importance to creating various opportunities for students to practice Chinese, give specific guidance in some links, guide students to delve into the text, and let students gradually learn to think, learn to read, discover the laws of language and cultivate aesthetic taste in the process of reading, so as to improve their ability of independent reading and self-writing.

Fourth, reflection and prospect.

Looking at Chinese examination papers, students feel that it has become a teacher's knowledge to attach importance to the cultivation of students' thinking ability, practical ability and innovative ability in teaching, but teachers do not look at it from a systematic teaching height. In reading teaching, teachers pay more attention to "teaching" than "guidance" (most teachers take a go-through attitude when choosing teaching materials with "*" or "△" training, turning a blind eye and not asking questions), students' knowledge is not integrated, and they lack the ability to promote continuous learning. In the future Chinese teaching, our teachers must change students' "accepting learning" into "absorbing learning", so as to guide students to understand, teach students "law", guide students to understand, emphasize students' "application" and seek students' "development".

A complete test paper analysis report should be composed of several parts, namely, test paper evaluation (proposition evaluation), score statistics and analysis, existing main problems and future teaching improvement measures.

First, the paper evaluation

Examination paper evaluation is also called proposition evaluation.

1. How many questions are there in the test paper, what is the total score, and what is the proportion of each question in the score? What kind of questions have students seen and what kind of questions have students encountered for the first time? What questions are used to examine basic knowledge and skills? What content is the focus of the investigation, accounting for a relatively large score.

2. Proposition coverage analysis. The distribution of various types of questions in the chapters of the textbook covers all chapters. Which chapters account for a large proportion in the test paper? Whether the content of the examination is beyond the scope of the curriculum standard and meets the requirements of the curriculum standard. Whether the examination of basic knowledge questions and basic skills questions can be balanced.

3. Analyze the size and difficulty of the problem. What is the degree of completion of students' examination papers within the specified time? Whether you can finish the content of the test paper within the specified time. Whether the proportion of basic questions, difficult questions and high-level questions (difficult questions) in the test paper is reasonable, and whether there are unbiased and strange questions.

Second, the results of statistics and analysis

Achievement statistics mainly include the following aspects:

1, 1.3 rate statistics.

One point is the average score. What is the average grade of the class?

The three rates are pass rate, excellent rate (above 85 points) and low score (below 40 points). The calculation method of the three rates is the number of qualified people, outstanding people and low-scoring people divided by the number of classes multiplied by 100%.

2. Score statistics.

What are the highest and lowest scores? How many people are there in each score?

3. The gain and loss of each question and its reflection in students' grades.

What is the score or correct rate of each question? Whether the students' gains and losses in this type of questions in each fraction are universal.

Third, there are problems.

1. Find problems in teaching through students' test scores.

Judging from the average score, if it is lower than the normal value or there is a big gap compared with the parallel class and the previous exam, we should reflect on our teaching level and class management.

From the one-third rate, we can objectively see the level of students in the class and the mastery of different students. If there are many poor students, the remedial work is not paid enough attention in teaching. If there are few excellent points, it means that the optimization is not enough at ordinary times.

From the highest score, we can see the comprehensiveness and proposition requirements of our teaching, and how far we are from our brother class. Generally speaking, the development of excellent students in parallel classes is relatively balanced. If there is a big gap between the highest score of this class and other classes (less than 5 points), we should reflect on our knowledge points. Students don't have enough knowledge and there are omissions in teaching.

From the score part, we can see the overall situation of the students in this class and the distribution at all levels. Teachers can check for leaks and fill gaps according to the situation.

2. Students' specific problems can be seen from the surface of the paper. What are the problems in students' study after passing the exam, which are knowledge problems or ability problems? Is it the teacher's problem or the students' problem? Is it a textbook problem or a test paper problem? Is it a question of teaching or learning? Is it a gender problem or a personality problem? Teachers should record typical problems. Is it a gender problem or a personality problem? For each question type, we can look at students' problems from the point of gain and loss. Different types of questions have different diagnostic functions, which can show the misunderstanding of students' thinking. Of course, the teacher's analysis of problems can't be limited to the problems found in an exam. Teachers should contact students' life and study reality and their performance at home and school, from which they can see more objective conditions of students.

Fourth, improvement measures.

When a problem is found, it is necessary to prescribe the right medicine and work out a feasible improvement plan. The scheme should be targeted, operable and able to solve problems. If there are ideological problems, we must find ways to improve ideological education, and if there are problems with study habits, we must find ways to cultivate good study habits. If there are many underachievers, we should put forward transformation measures.

Model essay on examination paper analysis (1)

Compared with the last monthly exam, the average score, passing rate and excellent rate have been greatly improved. The average score increased by nearly 10, and the passing rate increased from less than 50% to more than 70%, especially the excellent rate exceeded zero.

I. Overall analysis

On the whole, the mid-term paper is very good. The examination paper highlights the examination of students' knowledge and Chinese ability for half a semester, attaches importance to the examination of basic Chinese knowledge, and highlights the examination of students' Chinese literacy. It has strong guidance for future teaching, moderate difficulty and meets the examination of all students. In the structure of the test paper, it is mainly divided into the following pieces:

(1) accumulation and application (22 points)

This paper mainly examines the pinyin of words, the use of words, the dictation of famous ancient poems and sentences, the knowledge of famous works, the ability of language generalization, etc., and examines students' mastery of basic Chinese knowledge in a targeted manner.

(2) Reading comprehension (38 points)

There are three kinds of reading, the first one is classical Chinese reading, the second one is extracurricular reading. The design difficulty of the topic is well grasped, and the third reading material is also of great educational significance, which is conducive to improving students' humanistic quality.

(3) Composition (40)

Second, the analysis of students' answers

Accumulation and use

The scores of most students in this question are between 12 and 18, among which the dictation of ancient poems is the highest, and half of them get full marks. 1, No.3 and No.5 have the highest loss rate. The main reasons for losing points are typos and poor generalization ability.

reading comprehension

1, reading classical Chinese

The classical Chinese "Peach Blossom Garden" is mainly composed of three topics: literary common sense, expository writing, sentence translation and overall sentiment.

Reasons for losing points: the interpretation of words is not combined with the interpretation of sentences, and the translated sentences mainly fail to realize the meaning of key words in sentences, so the meaning of sentences is "out of shape". Question 10 asks students to summarize the situation of Peach Blossom Garden. Most students answer in the original text, but their understanding of the question is not in place.

2. Modern reading

The biggest mistake of students is their lack of understanding and perception of the whole article. The answer is not comprehensive and rigorous enough to accurately grasp the main idea of the article. For example, 1 1 topic, I can't feel the whole article, I can't answer all three questions, and I don't know how to find the central sentence. Question 19 tell the meaning of a sentence in combination with the original text Most students can't understand the article and have poor ability to extract information. This problem has a high failure rate.

(4) Composition

Here are just some typical problems in students' compositions. For this kind of semi-propositional composition, students have a profound experience, have something to say, and have sincere feelings, but they lack profound expression, that is, they don't know how to express their feelings and how to reflect the feelings of the characters in details. The reading range is narrow, the selected materials are not very novel, and many students' materials are very old-fashioned. Improper use of words, unreasonable sentences and unreasonable language. You can't highlight the main idea with some effective expressions.

Third, the existing problems

1, the basic knowledge is not well mastered.

2. Poor reading ability, comprehension ability and language expression ability.

3. Students are not interested in Chinese.

4. My review arrangement is not good, and I can't give consideration to everything in teaching.

5. Students don't pay attention to society and current affairs, and their knowledge is narrow.

Fourth, some measures for future teaching.

Although the test questions are simple, the results of this exam are not ideal. To this end, the following measures will be taken:

1, to further strengthen the teaching of basic knowledge.

The quality of Chinese achievements and the level of Chinese ability depend to a great extent on whether the accumulation is solid and the foundation is solid. From this exam, we can clearly see that many students' basic knowledge of Chinese is very weak, and they can't write or read. We should grasp the requirements of curriculum standards, consolidate basic knowledge, pay attention to the accumulation of Chinese, especially common words and ancient poems, pay attention to the accumulation and application of common Chinese knowledge, and pay attention to the reading of famous books, so as to promote the improvement of students' Chinese literacy.

2. Strengthen reading and improve reading ability.

In reading teaching, we should pay attention to cultivating students' overall perception of the article, and at the same time pay attention to understanding key paragraphs or keywords, and sum up their ability to collect and process information. In the usual teaching, we should pay attention to the unity of instrumentality and humanism, pay attention to the training of methods and thinking while understanding the text, and also pay attention to the mastery of basic skills. To teach students good reading habits and reading methods: first, grasp the article as a whole, grasp it as a whole, and grasp what? How to grasp? Teachers should think and summarize; Then according to the requirements of the topic, it is screened, summarized, integrated and expressed. Make it clear to students that no matter what topic they are reading, they should find the answer in the text and consider it in context, so as to ensure that words cannot be separated from sentences and sentences cannot be separated from articles, so as to avoid making things out of nothing.

3. Change the teaching methods and improve the comprehensive application ability of Chinese.

Looking at the current Chinese exam, Chinese is not only the foundation, but also a kind of ability and a kind of life. In the process of teaching, we should pay attention to the change of teaching methods, guide the change of students' learning methods with the change of teaching methods, make independent, cooperative and inquiry learning methods become the main way of students' learning, strive to improve students' comprehensive ability of using language and characters, and strive to realize the unity of Chinese and life.

4. Pay attention to writing training to improve students' ability to examine questions and express words.

Writing ability is not innate, but cultivated through continuous accumulation. While paying attention to accumulating writing materials, we should teach students some basic writing methods and skills, so that students can master the basic methods in continuous training and strive to improve their written expression ability.

5, strengthen their own quality, in order to be comprehensive in the work.

Model essay on examination paper analysis (2)

In this mid-term exam, Chinese papers comprehensively test students' knowledge and ability from basic knowledge, reading and composition. The whole paper is closely related to the teaching material, paying attention to the students' reality, with a small amount of questions, moderate difficulty and wide coverage. The following is an analysis of the sampling of test questions, students' answers and future teaching, as well as some opinions.

I. Basic information

The reference number of this exam is xxx, with an average score of 66.58. The qualified number is yyy, the passing rate is 73.62%, the excellent number is zzz, and the excellent rate is 30.58%.

Second, the characteristics of the test questions

This paper is divided into three sections and twelve major issues.

1, the content structure strives for change in stability and innovation in stability. Compared with previous papers, this paper has obvious continuity, inheritance and innovation. The overall test paper remains stable, and the three sections of basic knowledge, reading and composition remain unchanged, and the scores remain unchanged. However, by adopting the questions of "grouping words with similar words", "in other words" and "grouping some words", the examination area has been expanded, and the opening of the topic provides more space for students to answer questions.

2. The composition has changed the form of being close to the textbook in the past, and it has broken through the textbook for the first time, giving students a broad space to play freely, which is conducive to allowing students to express their truest thoughts and feelings.

Third, sampling analysis

In order to better understand the students' answers, we randomly selected 50 papers from three grades and conducted a sample survey on the students' answers in three major sections. Details are as follows:

Although the first and second parts of the test paper are some basic questions, some problems and weaknesses exposed by most students in the process of answering questions have to attract our attention.

1, pronunciation, word

The fifth grade chooses words to fill in the blanks "dusk, curtain, longing". Most students lose 2-3 points. In fact, this is from the "class assignment", which shows that students did not answer the questions seriously in their usual exercises and did not correct the wrong questions in time.

2. Sentences

The seventh question of grade three rewrites the sentence as required. Junior three students can't even "shorten sentences", so it's even harder for them to change "declarative sentences" and "transitive sentences".

In the sixth grade, choose to correct the incorrect items and write down the reasons. The teacher doesn't know which to choose at first glance, let alone the students.

Question 10 of Grade Two, "Make words into fluent sentences and add punctuation marks." Students who lose points are mainly unable to master methods and have weak logical thinking ability.

Step 3 accumulate

The content of the examination is the ancient poems and famous sayings in this book. Generally speaking, the students are in good condition, and some students lose points because of typos or upside down.

The pair who lost the most points was the fourth grade pair. Students don't understand the meaning, the key is that they usually accumulate too little.

Step 4 read

In the fourth grade, I found a sentence describing the swan's demeanor, and some students found words describing the swan's movements; The fifth grade defines "green building", and students don't know what the definition means; The third grade is not exposed to parallelism, but it is required to fill in parallelism. Of course not.

5. Composition (12 ***30 points)

Judging from the marking situation, the good aspects are as follows: first, the imagination is ingenious, novel and innovative; Third, the content is rich and colorful, and the sentences are beautiful and smooth; Third, the center is clear and the structure is relatively complete. However, some problems reflected by students in the examination composition can not be ignored. First, there are many similar materials, and the vision is not wide enough; Second, the language accumulation is not much, the language expression is incomplete, and the ability to choose words and make sentences is lacking; Third, there is a lack of writing skills, and some compositions are disorganized and the language is reversed; Fourth, the writing is not standardized, the handwriting is scrawled and there are many typos.

Fourthly, some views on future teaching.

1. Attach importance to word teaching and lay a solid foundation for Chinese.

Vocabulary teaching is one of the important contents of Chinese teaching and the basis of reading and writing. To learn Chinese well, we must first be literate and master a certain number of words. From this test, we can clearly see that many students can't pass the test. The words and phrases examined in the test paper are all necessary for students in this textbook, and these words often appear in the usual exercise books. Students should have more opportunities to understand and consolidate, but why is the score rate of students still not high?

To improve students' grades, we should first pay attention to the transmission of words and phrases. In the test paper, words and part-of-speech questions can be scored as long as students work hard at ordinary times. Therefore, teachers should pay attention to the training of dictation, copying words and composition in teaching, and at the same time, they can also carry out colorful activities (such as word collocation and word guessing) to train and consolidate students' mastery of words.

2. Improve reading ability and guide personalized reading.

Judging from the results of the sampling survey, the scoring rate of reading questions is the lowest, indicating that students' reading ability is not strong. In fact, the reading problem of this paper is not difficult. As long as students read this passage carefully, it is easy to find the answer.

In the open class, reading is often a class, but several teachers talk nonstop in one class, and students have little time to read and think. Reading is a highly personalized behavior, and teachers should fully realize the extreme importance of self-reading in cultivating and improving students' reading ability. Only by letting students face the text directly and study hard can they gain personal understanding, experience and feelings.

The core of reading teaching is to cultivate students' autonomous reading ability. Therefore, teachers should give students a clear reading voice in reading teaching, so that students can understand, experience and feel in reading.

3. Stimulate interest in homework and express true feelings.

From the usual random exam marking, we find that many students' compositions are similar. In serious cases, there are four or five students' compositions in one (20) test paper. The falsehood of composition content has become a chronic disease in composition teaching in primary schools, and "composition fraud" is imminent.

The biggest headache in learning Chinese is writing. Students often feel that they have nothing to write and say when doing their homework. To cultivate students' writing ability, we should use various methods to stimulate students' interest in writing and make them gain writing motivation continuously.

In a good article, true feelings are more important than flowery rhetoric and flowery layout. Without the premise of true feelings, all writing skills have become castles in the air. Only the truth can impress you, the writing can be smooth, and the feelings can be true. Composition teaching should be more free and open, and less bound and restricted, so that students can implement the word "true" in content and emotion, and the word "live" in language and form.

In short, realistic composition must let students write about things around them, say what is in their hearts and say what is childlike; Imaginative composition should encourage students to spread their imagination wings and write innovative compositions.

4. Enrich language accumulation and pay attention to Chinese practice.

Accumulation plays a vital role in improving students' comprehensive quality. It is impossible to learn to read and write without memorizing, reciting and reading a lot of poems and articles and writing exercises. In-class accumulation is mainly accumulated in reading, such as words describing characters and scenery; Details describe concrete and vivid sentences; Sentences using rhetorical devices; A philosophical and meaningful sentence. Extracurricular accumulation can make full use of the favorable resources of the school library or students' own books, organize students to carry out colorful reading activities, make students read well, read more and love reading, and guide them to take excerpts and reading notes.

Chinese teaching must adopt the principle of combining language accumulation with Chinese practice. Let students use it in accumulation and accumulate it in application. In extracurricular time, students can be organized to exchange knowledge and experience, so that students can learn and use the language in communication; Students with strong writing skills can be encouraged to contribute to the school radio station to create opportunities for students to succeed and gain the joy of success; You can also carry out comprehensive practical activities such as "handwritten newspaper" and "speech" to broaden students' horizons and enrich knowledge accumulation.