First grade Chinese teaching quality analysis report

With the current reform direction of Chinese language teaching for primary school students, the teaching of lower-grade students is an important task. Next, I collected an analysis report on the quality of first-grade Chinese teaching. You are welcome to view it. First-grade Chinese teaching quality analysis report 1

This semester we are student-oriented, strengthen teaching for all students, teach diligently, and strive to improve students' Chinese ability. The results in this midterm exam were not very satisfactory. For the sake of students and teachers, we need to summarize and reflect.

1. Characteristics of the test paper

This test paper has thirteen major questions, covering basic knowledge (pinyin, words, radicals, stroke order, literacy methods, sentences). , antonyms), text review, super imitation, reading comprehension, looking at pictures and writing words to conduct a comprehensive test on students. Among them, the accumulation and application part focuses on basic knowledge to cultivate students' flexible application ability, accounting for 65% of the test paper; the text review mainly tests students' reading and memory abilities, accounting for 8% of the test paper; super imitation mainly tests students' language expression ability and observation and thinking Ability, accounting for 6% of the test paper; the reading comprehension part mainly tests students' reading comprehension ability, accounting for 11% of the test paper; looking at pictures and writing mainly tests students' observation ability, imagination ability and ability to use language and characters, accounting for 10% of the test paper. It can be seen from this test paper that its propositions reflect the spirit of the new curriculum standards, focusing on broadening the field of Chinese teaching, opening up channels for Chinese learning inside and outside the classroom, and paying special attention to checking students' mastery of basic Chinese knowledge, imitation ability, and reading ability in and out of class. Practical ability and writing ability.

The entire test paper focuses on the examination and training of students' basic knowledge and basic skills, and is highly comprehensive. However, there are also shortcomings, which are specifically reflected in:

1. The passages for reading comprehension do not include pinyin, which is difficult for first-year students with limited literacy;

2. The requirements for looking at pictures and writing words are not phonetic, so students have difficulty understanding them. Looking at a picture and writing a complete paragraph is difficult for first-year students, especially those with poor foundation.

2. Analysis of the answer situation:

There are actually 58 students in this class, 58 people took the exam, the average score was 81.64 points, 52 people passed, the passing rate was 89.66%, and the excellent rate was 37.9 %. It can be seen from this test that most students do not have a firm grasp of Chinese pinyin, new characters, words, etc., have a weak foundation, and have poor ability to use them flexibly. A small number of students do not master the texts and fragments required to be recited, and their observation and expression skills need to be improved. Mainly manifested in:

The first major question: There are many spelling errors of "rocks, homework" in words written in pinyin: the reasons are, firstly, that my supervision and guidance are not in place, and secondly, the students Didn't pay careful attention to the usage of homophones.

The second big question: The pronunciation of dotted characters also loses a lot of points. The main reason is that students’ memory of multi-phonetic characters is not strong.

The third major question: Write words with radicals, which mainly tests the students’ literacy. Students with poor foundation will lose points. The reason is that they only remember the general outline of many words without remembering the details. .

The fourth major question: Strokes and word combinations mainly examines strokes, stroke order and the use of Chinese characters. Students have many mistakes in writing stroke order. In future studies, students’ attention and observation skills must be strengthened. .

The fifth question: As usual, I can fill it out. It mainly examines how students accumulate Chinese characters through addition, subtraction, subtraction and substitution. A small number of students will not appear to make mistakes, and guidance must be strengthened in the future.

The sixth question: I know how to choose, mainly tests the use of quantifiers. Most students can complete it according to the requirements, but a small number of students lose points because they do not write seriously. In the future, they need to strengthen training in details.

The seventh major question: I can connect, which mainly tests the students' word matching ability. Many students can do it, but the underlining is not standardized and needs more training.

The eighth question: Fill in the antonyms as they appear. It is a question in the category of super imitation. Most students lose points because they do not read the examples carefully and make typos. They need to strengthen their memory and increase their training efforts.

Question 9: Fill in the punctuation marks, mainly examining the usage of "," and "?". Students can basically get it right.

Question 10: Follow the same pattern and write sentences using dotted words. It belongs to the category of word usage. A small number of students write sentences that have a beginning and an end or a tail and an end, and need to be strengthened in training.

Question 11: Fill in the blanks according to the text content. This question mainly tests the students' familiarity with the text content, especially the famous classic sentences. In the future, students should be encouraged to read and memorize more.

Topic 12: Reading Comprehension. Most students lose more points because they do not know the words and cannot read the requirements. In future teaching, it is necessary to strengthen the training of children's reading comprehension ability and cultivate children's reading comprehension. Careful and patient.

Question 13: Look at the pictures and write words. Most students can write the corresponding content according to the requirements, but a small number of students only write one or two sentences. Some of them have incorrect formats and illogical sentences. Some have many typos, some have incorrect punctuation, and some do not fit the theme. . It can be seen that the students' comprehensive application ability is very lacking, so they lose more points. This will become a focus of my training in future teaching.

Judging from the above test results: students have many problems in pinyin, words and sentences, oral communication, reading comprehension, looking at pictures and writing, etc. The reasons are:

1. Students have poor learning habits in early childhood education and do not have necessary regular training, resulting in a serious disconnect between kindergarten and primary school (some students spend a semester learning regular education)

2. Parents’ educational level is low, and some are even illiterate, resulting in family education that cannot keep up with needs;

3. My out-of-town training There are many (no classes for more than a month), which delays many courses, resulting in tight time and poor training for students.

3. The main reasons for the achievement

1. Pay attention to pinyin teaching, and have a solid grasp of initial consonants and finals.

2. Be able to connect with reality and designate two students with excellent academic performance and strong sense of responsibility to serve as monitors for morning self-study every day, leading students to study with goals and tasks, and taking dictation for noon self-study Or do exercises, students' good study habits are initially formed.

3. Consolidate and deepen the knowledge learned through designing exercises of various question types, so that students can apply what they have learned.

4. Improvement measures

1. Further strengthen textbook knowledge and require everyone to pass the test;

2. Pay attention to the cultivation of students' learning habits and the improvement of abilities, Pay attention to the guidance of methods, truly "teach people how to fish", so that students can draw inferences from one example and apply what they have learned;

3. Pay attention to the work of improving excellence and making up for deficiencies, and continue to adopt the "one-to-one" and "many-to-help" approach. "One" learning form, increase supervision and training to change the uneven status of students in the class;

4. Pay attention to daily literacy, writing, communication, reading and the training of looking at pictures and writing words and commentaries, teaching students the skills and methods of writing, so that students can easily improve their writing ability and comprehensive Chinese literacy;

5. Educate students to develop a serious, responsible, and down-to-earth learning attitude, and strive to Write neatly and standardly;

6. Use the combination of extracurricular reading and in-class reading to expand students’ reading coverage, increase their accumulation of Chinese knowledge, and teach students reading methods and techniques , further improve students’ reading ability.

In short, after a semester of hard work, I have gained a lot and have a lot of regrets. In the next semester, we will try to reduce outing time as much as possible, strengthen training on the basis of this semester, and pay full attention to students' extracurricular reading, oral communication, and picture and writing training to strive for better results. First-grade Chinese teaching quality analysis report II

1. Test analysis

(1) Overall performance analysis

The number of statistical samples for the first-grade Chinese language test in primary schools in the district is 15015 People, the average score is 90.39.

Among them, 12,329 people scored 90-100, accounting for 82.11, 1,640 people scored 80-90, accounting for 10.92, 262 people scored 70-80, accounting for 1.74, 102 people scored 60-70, accounting for 0.68, and 50-60. 57 people scored 0.38, 26 people scored 40-50, accounting for 0.17, and 599 people scored 0-40, accounting for 3.98.

(2) Analysis of the answer situation

For the first question, I can take dictation. (5 points)

This question mainly tests students’ ability to dictate new words. The average score of this question is 4.81, and the score rate is 95.1. The reason for the loss of points is that some students carelessly wrote "melon seeds" as "flower seeds" and "ears and eyes" as "earwood".

For the second question, look at the picture, select the syllables, and copy the syllables. (8 points)

This question mainly tests students’ mastery of Pinyin. The average score of this question is 7.71, and the score rate is 96.37. The reason for the loss of points is that some students carelessly copied the wrong pinyin.

For the third question, I can read Pinyin and write Chinese characters. (16 points)

This question mainly tests students’ mastery of new words. The average score for this question is 15.34, and the score rate is 96.01. The reason for losing points is that some students spelled "little hands" as "careful" and "tian" in "田里" as "天".

For the fourth question, I can connect. (8 points)

This question mainly tests students’ mastery of the pronunciation of new words. The average score of this question is 7.08, and the score rate is 88.87. The reason for the loss of points is that some students cannot distinguish the flat tongue sound and the raised tongue sound, so the initial consonants of "sitting" and "catching" cannot be distinguished; some students do not have a firm grasp of the finals of the rhymes. There are also errors in the choice of the final rhymes of "dui" and "六".

For the fifth question, I can form words. (16 points)

This question mainly tests students’ mastery and accumulation of words, and whether they can combine two words with one word. The average score of this question is 15.52, and the score rate is 96.97. The reason for the loss of points is that some students wrote homophones and different shapes, such as "park" instead of "gongyuan". In addition, some students reversed the order of the words, such as "in and out" instead of "in and out".

For the sixth question, I can paint it. (9 points)

This question mainly tests students' learning of new characters and whether they can classify new characters according to their radicals. The average score of this question is 8.97, and the score rate is 99.65. The reason for the loss of points is that some students did not carefully review the question and did not color the new words as required.

I can fill in the seventh question. (6 points)

This question mainly tests students’ ability to accumulate and apply. The average score of this question is 5.89, and the score rate is 98.21. The reason for the loss of points is that students wrote wrong words or wrong pinyin.

For the eighth question, I will add a stroke to the word to make it a new word. (6 points)

This question mainly tests whether students have mastered the method of adding or subtracting one stroke to memorize new words. The average score for this question is 5.86, and the score rate is 97.64. The reason for the loss of points in this question is that some students missed the strokes in writing.

Question 9: Write words with opposite meanings. (6 points)

This question mainly tests whether students can write words with opposite meanings. The average score for this question is 5.51, and the score rate is 85.78. The reason for losing points for this question is that you cannot write the antonym of "Qing".

For the tenth question, fill in the blanks according to the text content. (6 points)

This question mainly tests whether students have passed the passages required to be memorized in the text. The average score for this question is 5.96, and the score rate is 99.15. The reason for losing points for this question is that students made typos in their answers, such as writing "see" instead of "see a few".

Question 11, read the passage and answer the questions. (6 points)

This question mainly tests students’ reading comprehension ability. The average score of this question is 5.06, and the score rate is 94.38. The reason for the loss of points is that some students did not understand the passage, resulting in errors when choosing answers.

Question 12, look at the pictures and write sentences. (8 points)

This question mainly tests students’ ability to see pictures and write words.

The average score of this question is 7.15, and the score rate is 86.02. The reason for the loss of points is that some students did not understand the question requirements and could not fill in the questions, and some students made typos when writing sentences.

2. Analysis of proposition ideas

The content of the test questions in this examination covers a wide range, divided into "1. Writing on the paper: be correct, correct, and neat on the paper", "2. A Garden of Words", "3. Reading World", "4. Look at pictures and write words". From the design of the test questions, it can be seen that the test questions can reflect the concept of the new Chinese syllabus and test students' independent learning enthusiasm and ability to comprehend the language.

3. Reflections and Suggestions

1. Pay attention to literacy and accumulation

In this test, the literacy and accumulation part scored the highest, indicating that students have mastered the most good. We cannot relax in this regard and must continue to pay attention to literacy and accumulation in future teaching. A journey of a thousand miles begins with a single step!

2. Based on the classroom, develop reading ability.

The reading section has always lost a lot of points, but it performed particularly well in this exam. Improving students' reading ability must be based on the classroom and textbooks, rather than relying on a large number of reading exercises outside class. This is common sense, but not enough attention is paid to it. When teaching intensive reading classes, teachers should provide guidance on learning methods based on the characteristics of the textbooks; when teaching skimming classes, teachers should be more hands-off and allow students to learn independently using the methods learned in intensive reading classes. To cultivate students' basic reading abilities, the first is the ability to grasp the ideological content of the text as a whole, the second is the ability to understand the meaning of key words and sentences, the third is the ability to understand the expression method of the text, and the fourth is the ability to ask and answer questions by oneself.

3. When teaching composition, we should work hard on the order of text and characters, that is, "smoothness". Most of the above requirements must be met. It is "a composition of no less than 400 words in Wen Congzi order". "Smooth" means writing in a certain order, focusing on one meaning, and having no obvious flaws in the sentences. The key point is to write a good narrative and be able to express your feelings.

4. Give full play to students’ enthusiasm for learning and cultivate their innovative spirit.

In future teaching, students’ enthusiasm for learning should be given full play. First, students should be guided to a proactive thinking state in class and fully allowed to think independently. Instead of blindly instilling knowledge, we should enable students to fully tap their potential and ignite the spark of their innovative thinking while mastering the methods. Change traditional teaching methods, create a relaxed democratic atmosphere, and cultivate students' ability to dare to question and argue, so that they will not feel confused about open-ended questions or have only one answer during the exam. Second, students outside class can take the initiative to read, accumulate, complete homework and expand their learning.

5. It is necessary to establish a broad view of Chinese language and expand thinking.

It is necessary to establish a broad view of Chinese language, based in the classroom and extending outside the classroom, focusing on the penetration of extracurricular knowledge points and integration. This requires teachers to provide more reading guidance to students so that students can learn to read various articles so that they can not only understand them themselves, but also gain insights and accumulation. In this way, students will have abundant reading materials, increase their understanding of language, and improve their comprehensive Chinese literacy.

In short, to teach Chinese well and allow students to truly learn Chinese well, we must rely on our Chinese teachers to explore with a heart of active exploration and hard work, and constantly improve their own quality to adapt to the requirements of the times. .