Does anyone have the Chinese test papers (junior high school) that Wuhan will take in April this year?

Light up the Heart Published on 2008-4-29 8:49:00

Recommend experts from the 2008 Wuhan High School Entrance Examination Questionnaire Group to read the high school entrance examination through adjusting the test papers

Jingchu.com News (Chutian Jinbao) Editor's note: Yesterday, the third-year junior high school graduates in Wuhan conducted the last large-scale "drill" before the high school entrance examination - the April adjustment test. The questions of this adjustment examination paper The type, amount of questions, and proposition requirements are consistent with those of the high school entrance examination. The April exam serves as a "wind vane" for the high school entrance exam and provides strong guidance for review and preparation for the high school entrance exam.

This newspaper specially invited the person who adjusted the test papers and the teaching and research staff of the Teaching and Research Section of Wuhan Academy of Educational Sciences (some teaching and research staff will participate in the high school entrance examination questions) to analyze the test papers of each subject and make review suggestions for the candidates. The analysis of the Chinese test paper will be published today, and the analysis of the mathematics, critical thinking, history, science, and English test papers will be published tomorrow.

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The exam papers for this adjustment have three major features:

1. The amount of questions and writing volume are reduced and the flexibility is increased

The design of the exam papers for this adjustment is in accordance with the new " Examination Instructions" have been revised to prioritize reducing the burden on students. First, the number of questions in the test paper is reduced and the points are increased. Secondly, increase the amount of reading and reduce the amount of writing, while increasing the space for applying knowledge and reducing the intensity of mechanical training.

The test paper has been changed from the original 19 questions to 18 questions. Among them, the number of "correcting disease sentences" in "accumulation and application" is reduced to one, the number of explanations of classical Chinese words is reduced to three, and the number of sentence translations is reduced to one. After the number of questions is reduced, students write less and have more space to think.

2. Classical Chinese examination, focusing on knowledge accumulation

To learn Chinese well, you should read more and answer less questions. In this adjustment examination paper, the reading materials all reveal this orientation, so that students can be inspired to think about life, culture, or society after reading... The materials are deep and shallow, and the presentation methods are diverse, but the questions The design does not make things difficult for students.

Secondly, the test questions reflect the characteristics of focusing on the accumulation of basic knowledge. For example, classical Chinese test questions are worth 15 points, while word explanations and sentence translations are worth 10 points. This means that if students want to learn classical Chinese well, they must pay attention to the accumulation of language; the ancient poetry fill-in-the-blank question has been increased by 2 points, which also reminds students to pay attention to the cultivation of Chinese literacy.

3. Multiple-choice questions have been added to briefly describe the questions to widen the distinction

Compared with last year, some multiple-choice questions have been added to the revised examination papers, which reduces the reading amount of the marking personnel and improves the improve marking efficiency. In addition, on the summary questions, the test paper scoring has different levels of evaluation standards, widening the gap between students at different levels.

■Mathematics

Highlight the examination of mathematical thinking methods

Interpretation: Compiled by Peng Youlin, Department of Mathematics, Wuhan Academy of Educational Sciences: Our reporter Guo Huiqiao

Compared with last year's high school entrance examination papers, the structure, question types and score assignments of the test papers adjusted in April this year remain unchanged, but there are two minor adjustments: First, question 13 is changed from "factorization" type questions , replaced by "Probability and Statistics" type test questions, so that the proportion of "Statistics and Probability" is closer to the proportion of class hours in the textbook; secondly, some test questions have slightly changed the way of asking questions while the big sections remain unchanged. .

This time the test paper has two major features:

1. Highlight the core content test

The test paper attaches great importance to the test of basic knowledge and reflects the key points of knowledge. Examination characteristics. In terms of knowledge content, especially questions 1-8, questions 17, 18, and 19 fully reflect this feature. Although question 13 is a new question, it is also the most basic content in probability.

Compared with last year, question 3 was adjusted from testing the concept of equation roots through quadratic equations to testing through linear equations; question 7 was changed from "judging the positional relationship between circles and circles". Adjusted to "Judge the positional relationship between a straight line and a circle"; Question 8 will solve the problem of a right triangle in a practical situation; Question 19 will test students' basic reasoning ability through "Triangle Similarity".

2. Increase the examination of the application of quadratic functions

Mathematical thinking methods are the soul of mathematics, and solving practical problems is the purpose of learning mathematics. This test question particularly highlights the examination of mathematical thinking methods and intensifies the examination of students' ability to solve practical problems. For example, question 9 cultivates students’ spatial concepts and hands-on ability. Students with strong spatial concepts can answer the questions directly, and students with difficulties can also get the answers through hands-on operations.

In addition, question 14 tests students’ use of thinking methods combining numbers and shapes, and their ability to recognize pictures; question 20 tests the translation, symmetry, and rotation transformation of graphics in the rectangular coordinate system; question 23 , use the idea of ??mathematical modeling (the idea of ??functions and equations, etc.) to solve practical problems. In particular, the application of the condition "the price is reduced by x yuan per piece and x is a positive integer" in question (2) reflects the differences in awareness and ability of different candidates to solve practical problems; in question 24, the graph changes from special to general, Test students' ability to conjecture and generalize. The entire test paper slightly increases the examination of the application of quadratic functions (such as question 23, question 25, etc.).

■History

Examine the main knowledge and penetrate historical emotions

Interpretation: Compiled by Tong Suibao, History Department, Wuhan Academy of Educational Sciences: Our reporter Guo Huiqiao

The revised test papers have three major characteristics:

1. The materials are short and easy to understand, focusing on students’ understanding

The material design of the revised test papers reflects humanism and reality It has the characteristics of sexiness, intuitiveness and life-oriented, and it is easy to test students’ ability to “read and understand simple historical materials and obtain effective information from them”.

The test materials are short, concise, easy to understand, and the information is clear. When students read materials, if they feel the relaxation of exam psychology and the understanding of new knowledge, that is the best state to pursue exam propositions.

2. Highlight the test of main knowledge

The test questions highlight the test of main knowledge, emphasizing the topical, basic and developmental nature. Topic refers to the presentation form of main knowledge in test questions, that is, topic organization, such as question 16, question 17, question 20, question 22, question 23, question 24, question 26, question 30, Question 31, Question 32.

Basicity refers to the difficulty of testing the main knowledge, that is, the recognition and reproduction of historical knowledge. For example, question 16, question 17, question 18, question 19, question 22, question 23, and question 30.

Developmental refers to the depth of understanding of main knowledge. For example, question 31 and question 32. Question 31 tests students’ understanding of the historical development of Britain, the United States, Japan and China from the perspective of the rise of great powers (industrialization and modernization).

Question 32 is to further test students’ understanding of the historical development of these countries from the perspective of democracy and legal system. The two questions examine the same subject from different perspectives. Therefore, when reviewing, candidates must not only have a solid grasp of the main knowledge, but also clarify the basic context and significance of the main knowledge.

3. Examination that penetrates historical emotions

In addition to the basic examination of historical facts, the test questions also penetrate the analysis of historical events and the examination of historical emotions.

For example, question 16 seems to be a time judgment question that exposes typical historical facts of foreign aggression, but it organically combines knowledge, ability and emotion, which better reflects the evaluation requirements; question 17 requires students to use the major events that happened in Wuhan The incident confirmed the conclusion that Wuhan was the "leading figure in the rise of central China" in modern times, and also included examinations on recognition and reproduction, combination of historical theory and love for the local area; Question 32, Question 1, examines recognition and reproduction of historical facts, Section 2, The third two-question test is a comparative analysis. The fourth question tests historical feelings. The fourth question is advanced step by step and improved step by step. Finally, historical feelings are used to reflect the candidates' knowledge mastery, ability development and ideological sublimation.

■Science

The main knowledge in the examination is drawn from "hot spots"

Interpretation: Organized by Wang Lingli, Science Section, Wuhan Academy of Educational Sciences: Our reporter Guo Huiqiao

The question structure, question volume, test content and distribution of this examination paper all meet the requirements of the "Examination Instructions" for the high school entrance examination. The whole volume is divided into two parts: Volume I and Volume II. Paper I is a multiple-choice question with an original score of 60 points; Paper II is a non-choice question with an original score of 80 points. The full score for the whole roll is 140 points.

The exam contents and proportions are: life sciences account for about 20%, physical sciences account for about 70%, and earth, universe and space sciences account for about 10%. The test paper has three main characteristics:

1. Focus on the basics, highlight the main knowledge, and reflect the ability concept. Among the test questions, those involving B-level requirements accounted for 101 points, accounting for 72 of the entire paper. On the one hand, it examines the basic scientific core concepts, knowledge and skills that students need for their future development; on the other hand, it examines the five major areas of scientific inquiry, life sciences, material sciences, earth, universe and space sciences, and the relationship between science, technology and society. Guide students to understand the relationship between man, nature and the environment, analyze and solve related problems, and differentiate students' ability levels in the process of analyzing and solving problems.

2. The test questions are based on fresh materials and real situations, reflecting the connection between science, technology, and society. For example, snow disasters, the "Chang'e-1" lunar exploration satellite, the Yangtze River-1 shield machine that safely tunnels the Yangtze River from the bottom of the river, etc. These hot topics of social concern appear in science examination questions, which not only test students' mastery of relevant knowledge, but also test students' mastery of relevant knowledge. It also becomes a process for students to understand science, connect it with life reality and form scientific values.

3. Pay attention to the examination of scientific inquiry. From the perspective of a single test question, it reflects a specific partial inquiry; from the perspective of the entire volume, it reflects a comprehensive examination of students' inquiry abilities.

English

The proportion of reading increases the ability to guess words and meanings

Interpretation: Zhong Ailin, English Department, Wuhan Academy of Educational Sciences Edited by: our reporter Guo Huiqiao

For this April exam, the test paper focuses on the application of language foundation and comprehensive ability. The difficulty of the test questions is stable, but more emphasis is placed on language sense and problem-solving skills. Judging from the questions in each part of the test paper -

Listening test questions: The test questions have been fine-tuned in terms of score distribution, and more emphasis is placed on the basic requirements of junior high school English listening, that is, the ability to extract information and opinions from what is listened to.

Choose fill-in-the-blank questions: The test questions still retain a small number of basic knowledge questions, but they mainly test the ability to use language knowledge.

Reading questions: The score ratio is increased, but the difficulty is moderate. Judging from the topic, more emphasis is placed on the ability to capture language information, and to summarize and summarize the acquired information. At the same time, more attention is paid to testing students' ability to guess the meaning of words or sentences based on context. The selection of materials in the reading part is close to students' lives, especially the applied style which emphasizes the practical application of language in life.

Written expression: The focus of the test questions is clear, and the written content is close to students' lives. It not only limits the content, but also gives candidates room to express themselves.

In the future, students should strengthen training in problem-solving skills and pay attention to standardized answers. When solving problems, you must make full use of the context and information in the context, be faithful to the original text, and do not rely on subjective imagination to solve problems. Written expressions should be written neatly and use complete sentences to express your ideas.

Sipin

Pay attention to social hot spots and encourage students to innovate

Interpretation: Organized by Fan Li of the Political Department of Wuhan Academy of Educational Sciences: Our reporter Guo Huiqiao

This April exam paper has three major characteristics:

1. Pay attention to social hot spots to let students pay attention to things around them

The test questions have a broad vision and reflect the "four concerns", that is, paying attention to Pay attention to the development of the country, the progress of society, the life around students, and the growth of students themselves.

Almost all of the materials for this test question come from real social life. For example, the theme of the 17th National Congress of the Communist Party of China, the "Two Sessions" in 2008, building an innovative country, building a resource-saving and environment-friendly society, the success of "Chang'e-1" in flying to the moon, the victory in the fight against rain, snow and freezing disasters, Wuhan's striving for innovation National Cultural City, free of tuition fees for children of migrant workers in cities, etc.

2. Reflect responsibility and learn to be a "good citizen"

The revised test questions reflect the responsibilities that junior high school students should have towards themselves, the country, and society, and guide students Understand the meaning of an active and healthy life and pay attention to the various qualities required for healthy growth.

For example, the first question considers the role of strong will through the growth experience of Li Li, the 2007 Person of the Year in "Moving China"; the second question examines the attitudes and attitudes students should have to be civilized and polite Wuhan citizens. Method; Question 9 focuses on allowing students to understand the meaning of responsibility; Question 34 relies on the fact of fighting against snow disasters and focuses on the issue of helping people in disaster areas to rebuild after the disaster, so that students can learn to take responsibility for others, their families, and society, so that students can Learn how to be a "good citizen".

3. Diversified answers encourage innovation

In both multiple-choice and non-choice questions, the test questions use real-life phenomena and facts as materials to explore and solve new problems. When answering questions, students should combine specific materials and use the knowledge they have learned to understand life, understand society, think about problems, and solve problems.

For example, questions 9, 11, and 12 of the multiple-choice questions focus on testing understanding ability; questions 3, 6, 7, and 8 focus on testing the ability to use knowledge to analyze problems.

In addition, test questions such as "Design theme class activities" and "Propose specific suggestions to classmates" not only include specific questions and answers, but also leave room for students to play and encourage students to innovate. When grading, give full consideration to the diversity of answers and leave room for students to express their personality and creativity.