Analysis of Chinese Test Paper in New Curriculum Standard

Analysis of Chinese test papers in the new curriculum standard Part I: Analysis of Chinese test papers in primary schools

I. Analysis of test papers

Generally speaking, most students have a solid basic knowledge, and their writing on paper has made obvious progress, their independent reading ability has also improved, and their exercises can be expressed in an orderly manner as required.

Specific analysis:

(1) The part of accumulation and application.

first, the accumulation and application part.

Most students have a good grasp of basic knowledge such as new words and phrases. Teachers attach great importance to the teaching of basic knowledge, strengthen training, consolidate repeatedly, make unremitting efforts and pass the test one by one, so that students can master it firmly. The score rate of students' basic knowledge in this exam is relatively high, which has made great progress than before. Such as writing, reading pinyin, writing words, grouping words in similar forms, selecting syllables for polyphonic words, using common punctuation marks, and accumulating famous poems; Look it up in the dictionary and write the words as they look. The students have mastered it skillfully and firmly.

1. Pinyin: In the first grade, I have a solid grasp of initials, monosyllables and whole syllables, and I can write them silently in order or mark them correctly among many syllables and letters as required, with a high accuracy rate. In terms of spelling of syllables, students have a solid grasp and can correctly fill in letters and tones to form syllables as required. The loss of points is manifested in students' inflexible use of knowledge. For example, "J-(ǚ )→ jǔ" Some students put "ǔ" in (), and the reason may be that they see "J ǔ". If it is "J-ǚ→ ()", students can know that J is spelled with U, so they should remove two points. Students' spelling ability is relatively strong, and they can write correct words according to pinyin (including writing stroke names, syllables and words, connecting syllables and pictures, and finding antonyms in grade one), and the font is more standardized, which has made great progress than before.

In choosing the correct pronunciation for polyphonic words, most students can distinguish the pronunciation of polyphonic words accurately. Some students lose points, for example, some students in the second grade lose their questions, and the lines of excitement (x and n ɡ x? n), capital (d ū d not u) and fatigue (ju à n ju m 4 n) are all lost.

2. Words. The students' mastery of idioms and common words was investigated. Most students have a good grasp of this problem and the correct rate is high. The loss of points is manifested in the fact that the students of Grade Two "() Army () Horse" have never seen or heard of it, and they have hardly filled it in correctly. There are many problems when choosing words to fill in the blanks in grade three. Most students don't understand the meaning of the question, so they fill in the words at will. I lost a lot of points as a result.

3. Sentences. The students' mastery of a variety of sentence patterns was investigated, and the correct rate was not high from the answer. In the second grade, some students added sentences and punctuated them with "ma ()". Some students did not consider the modal particle "ma" and did not write questions. Rewrite the rhetorical question, the sentence to be rewritten (isn't that Miss Li in my class? ) and example (aphids on leaves are still used for treatment? ) No, the students didn't understand that the sentence was changed without changing the meaning of the sentence, or they didn't understand the meaning of the sentence at all, and because of the cultural background, the second-year students didn't have strong adaptability to write sentences that changed the meaning of the sentence. In the third grade, I wrote an anthropomorphic sentence, but some students didn't write anthropomorphic sentences.

second, reading.

(1) Grasping the key points of the text: Students can accurately grasp the key points of the text and realize the emotion contained in the article. But there are also many students who have problems in doing this problem. For example, in the second grade, in the lesson "Little Willow and Little Jujube", some students can't fill in the blanks according to the meaning of the article, or the filled-in content makes the sentences not smooth (the branches are so beautiful, so beautiful; ）。 There are many words to express time in the lesson of Flower Clock in Grade Three: "around five o'clock" and "around twelve noon"? You can only know the approximate time when you see the flowers bloom. In teaching, teachers don't pay enough attention to these words indicating approximate time, so some students think that "you can know the exact time as long as you see what flowers are in bloom." This sentence is correct.

(2) Reading in class: Students can basically read the text and grasp useful written information. It can be seen that teachers can grasp key words and phrases to guide students to experience in peacetime teaching. For the third-grade students, if they want to summarize the main contents in concise language, they also hope that teachers can build more practical platforms for students and make more efforts in condemning words and making sentences. Pay equal attention to speaking and writing, so that students can improve their expressive ability in the process of speaking, writing, communicating and revising. When looking for "Lenin's sentence of liking blackbirds", many students not only drew Lenin's sentence of liking blackbirds, but also combined the sentence of expressing the author's love of blackbirds. It shows that students' understanding ability needs to be improved.

(C) Extracurricular reading: Some students can read short articles independently and accumulate knowledge according to their own feelings. But the language is not very clear and accurate. Grade two: "Mom is suitable for wearing () and Grandma is suitable for wearing ()" Some students fill in "glasses" in (). Not accurate enough (it should be: mom is suitable for wearing (myopia glasses) and grandma is suitable for wearing (reading glasses) "). Grade three: the three characteristics of hummingbirds are "small body, fast flying and beautiful". Some students summarize them incompletely or repeatedly (such as: light weight, the smallest bird in the world).

The second grade is "What does the essay tell us?" There are many children who draw "√" in all three options. This shows that children don't understand the meaning of the article enough to analyze the article independently. In the third grade, the students drew the figurative sentences correctly, but they didn't know what to compare with what to do, that is to say, they didn't know the ontology and the vehicle.

third, exercise expression.

The first and second grades are pictures-reading compositions, and there are prompt requirements. Students can write down what they see and expand their imagination to enrich the picture.

The third grade is the proposition composition My Family Story. Students can write down what happened at home with a wide selection of compositions. Most students' compositions are not ready in conception. The use of punctuation needs to be strengthened.

reflection and improvement

1. First of all, Chinese teachers must study the textbooks seriously and deeply, study the textbooks thoroughly, understand the compiling intention of the textbooks, and know what to do with them. Only teachers' in-depth study can guide students to learn easily and enjoy learning Chinese.

2. Secondly, teachers should build more platforms for students to practice Chinese in Chinese teaching. The improvement of students' Chinese ability and literacy does not depend on teachers' speaking, but on building a platform for students to practice Chinese in listening, speaking, reading, writing and acting, so that students can learn to accumulate, learn to read, learn to express and learn the rules of using Chinese accurately and effectively in a large number of Chinese practices (not only accumulating language, accumulating language sense, but also using language with language sense). For example, in the Chinese world, teachers should expand the breadth of practice in a timely manner, such as copying, and can also be extended to finding synonyms and antonyms; Collocation of words; Choose words to fill in the blanks; Make sentences; Understand words and so on. Guide students to improve their Chinese learning ability in understanding and using.

3. Let writing always surround you. In order to help students get rid of the problem of many typos, teachers should actively explore the points that can be used to trigger writing in Chinese textbooks, so that writing can run through every class. Students learn to use Chinese characters correctly while learning to express themselves through the practice of writing, imitating writing, rewriting, continuing writing and marking their experiences.

4. Teachers should actively guide students to read after class. The reading capacity of students greatly affects their reading ability. Therefore, teachers should actively find ways to create reading time for students and build a platform for reading exchange, so that students can develop the good habit of reading every day.

Analysis of Chinese test papers in the new curriculum standard Part II: Analysis of Chinese test papers in primary schools

I. Evaluation of test papers

The test questions are based on teaching materials, with appropriate increase in difficulty and capacity, showing flexibility and comprehensiveness. Focus on examining students' ability to understand and use language in connection with language environment and life, and understand, feel and use it after the necessary understanding and experience of words, sentences and paragraphs. Assess students' basic skills of comprehensive application of knowledge. Pay attention to the cultivation of students' Chinese literacy, and the evaluation-oriented function of this test paper plays an obvious role. The results of this examination paper of Chinese subject basically reflect the reality of Chinese teaching in primary schools. Students' basic knowledge is relatively solid, the amount of accumulation and application is insufficient, the cultivation of reading habits and independent reading ability are insufficient, and the level of grade assignments is generally good. The following is a detailed 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 of students' ability to accumulate and use idioms are as follows: First, the amount of accumulation is small, although there is a certain amount of accumulation, there are too many typos. It can be seen that students' usual accumulation habits have not been developed; Only pay attention to the back and ignore the writing in the accumulation method; There is not enough reading after class in Chinese. Students' ability to master and apply sentences is not well trained. Abbreviations, anthropomorphic sentences, figurative sentences and rhetorical questions are only confined to textbooks, and they do not make full use of the resources around them and after class, and lack the process of practical application. When modifying ill sentences, students can't fully grasp the types of ill sentences (improper collocation of words, inconsistency, inverted word order, incomplete sentences, etc.). The above contents, 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 in them.

The in-class part mainly examines students' in-class reading ability, 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; 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, using, speaking, writing and other methods in the process; Students' reading attitude is not serious, so they start to answer after browsing the article once, and don't try to figure out, experience and feel the words and sentences they don't understand. Teachers should pay attention to cultivating students' absorption and internalization 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 the questions of 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 diligent in cultivating students' reading habits. Some students in reading have a high loss rate in three aspects: analysis, generalization and language expression, which obviously reflects that students lack 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 to say, and also write their true feelings. However, some students haven't got into the habit of revising articles, and they are also divided into many questions such as segmentation, typos and punctuation. Compared with the requirements of Chinese Curriculum Standard, there is still a certain gap, which needs to be strengthened and improved.

Third, rectification opinions

1. It is suggested that Chinese teachers should strictly implement the Chinese curriculum standards of this period and design the teaching process in three dimensions, especially 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 teaching the main text, but also complete the contents of "Chinese World"; We should make full use of reading guidance and preview tips. At ordinary times, do a good job in every reading class and exercise class seriously and solidly, and cultivate students' reading and writing ability.

3. Teachers are required to have a strong sense of responsibility and study, develop and use teaching materials in depth; We should have spirituality, understanding and patience, and form unique teaching characteristics. Teachers should teach students scientific learning methods from a developmental perspective. While paying attention to the perception, accumulation and internalization of model language, Chinese teaching should actively expand to extracurricular reading, and make full use of Chinese comprehensive learning activities to build a platform for students to show and communicate, so as to 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 results. 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 the ability of independent reading and self-writing in Chinese.

IV. Reflection and Prospect

Looking at the Chinese examination papers, we feel that it has become the knowledge of teachers to attach importance to the training of students' thinking ability, practical ability and innovation 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 the contents of textbooks with "*" or "△" training, turning a blind eye and seeing without asking), and students' knowledge is not integrated, lacking the ability to promote continuous learning. In the future Chinese teaching, our teachers must change students' "receptive learning" into "absorptive learning", so as to lead students to realize, teach students "law", guide students to understand, emphasize students' "application" and seek students' "development".

Analysis of Chinese Test Paper in the New Curriculum Standard Part III: Analysis Report of Chinese Mid-term Examination Paper in the Sixth Grade of Primary School

Half a semester passed quickly, and the mid-term examination has ended. Now briefly summarize the specific situation of Chinese in our class.

General situation:

Reference number: 74 people took the exam. The highest score is 96, and the lowest score is 46. 64 people passed and 1 people failed.

1. Test paper analysis and answer.

This Chinese test paper consists of three parts: the first part is the basic knowledge test, including the students' accumulation of words, sentences and text knowledge. The second part is reading comprehension, which examines students' reading analysis ability. The third part is the exercise, which examines students' writing ability. Combined with the students' writing papers, make a simple analysis:

The first topic in the first part is to look at pinyin and write words, which is an examination of new words. The students have a good grasp of the situation, and only a few students have made mistakes. The second question is to choose the correct pinyin according to the words, and the students' answers are not ideal, especially the words such as "Ben", "Earn" and "Poor" are not well mastered, or the nasal sounds are indistinguishable, or the birth mother is confused. The third problem is to choose a group of words without typos, and individual students make mistakes. Among them, the fourth group of words "ran" is used to fill in specific sentences with higher error rate. One third of the students didn't write the sentence. The sixth and seventh questions are judged according to the content of the text, fill in the blanks, and one-third of them are wrong. The students' mastery of the original content is not ideal.

the second part is reading. Judging from the answers, students didn't read carefully enough, the questions were unclear, and the answers were sloppy. Some students even didn't do the underlined questions.

the third part is writing, with "thank you,---"