Analysis of Chinese Test Paper in the Fourth Grade of Primary School

In the process of primary school teaching, examination paper analysis is a very important work. Through the analysis of test papers, we can see the shortcomings of students' learning, so as to further improve students' academic performance from the perspective of teaching. The following is the analysis of the fourth grade Chinese test paper I provided for you. Let's have a look!

Analysis of the Chinese examination paper in the fourth grade of primary school 1 1. Look at pinyin and write words.

This topic mainly examines students' writing ability and how to write correctly and evenly according to Tian Zige's radicals. Overall, the score rate of this question is high, about 95%. The main reason for losing points is that students write incorrectly and have typos. The most lost points are the words "deforestation feelings".

Second, word formation

The topic gives several groups of similar words and polyphonic words, so that students can group words separately. The score rate of this question is very high, and most students can get the ideal score. It can be seen that the fourth-grade students have a strong ability to distinguish similar words from polyphonic words.

Third, look up the dictionary to fill in the blanks.

There are typos in the title requirements of this question, and the questioner or examiner has not carefully examined the title requirements. When answering, the students are not clear about the strokes of radicals in the radical search method, but they have a good grasp of the meaning.

Fourth, add words first, and then fill in the blanks as required.

This question requires students to add four words first, and then choose the right words to fill in the blanks. Students can supplement the four-word words, but the errors in the blanks, such as the second sub-item describing a person's devotion to work, should be absorbed, while some students fill in the rules, indicating that students' explanations of the words are unclear and need to focus on strengthening training and learning.

Verb (abbreviation for verb) Choose words to fill in the blanks.

This question requires students to use the word "hold" to form words. The following two small questions should be used in the words of the group. The students did a good job. They could form the correct word "hold" or choose the correct word to fill in the brackets. The same is true of the second sub-question. Students can choose appropriate related words to fill in the blanks according to the sentences given in the topic, and the score rate of this topic is high.

6. Write sentences as required

The students answered the question 1 very well, and there were basically no mistakes. The most common mistake is the second question. Students are confused about how to shorten sentences. They should grasp the most critical words. A sentence must have at least a subject, a predicate and an object, but some students forgot the subject and predicate and condensed it into "Miss Spring is coming". It can be seen that students are confused about the main components of the sentence and lose some key points.

7. Make the following messy sentences into a fluent paragraph, and fill in the number in the brackets.

This question requires students to arrange the listed sentences into a paragraph according to a certain logical relationship. The score of this question is so poor that students can't tell the logical relationship between sentences. I don't know who is in front and who is behind. The main reason is that students can't tell the order of things.

Fill in the blanks according to the text

Judging from the students' answers, they have a good grasp of the content of the text, but there are some typos, so we should strengthen the writing of Chinese characters in daily teaching.

Nine, read this article

Part (a) is relatively simple, and students can get quite satisfactory marks. In part (2), some students have very limited ability to summarize the essay, so they can't summarize what order the essay was written, and what to write first and then what to write. Finally, the third question, when students use their own words, is not good. I don't know where to start, it makes people feel disorganized and lose a lot of points. It can be seen that in normal teaching, it is necessary to strengthen the training of extracurricular reading and its ability to summarize.

Composition

Most of the students wrote this question well, with fluent sentences, clear handwriting, serious writing, and just the right topic, which can also describe a beautiful scene in life. However, some students don't write carefully, the sentences are not fluent, and the length is short, even far from meeting the requirements of self-made topics. The reason is that students are not clear about the exam questions and have no obvious ideas in their minds.

2 1 Analysis of Chinese Test Paper for Grade Four in Primary School. The purpose, scope and characteristics of the proposition.

Looking through the fourth grade Chinese examination paper, we can easily see the purpose, scope and characteristics of its proposition. This paper insists on trying to embody the spirit of the new curriculum standard, broaden the field of Chinese teaching, open up channels for learning Chinese in and out of class, and examine students' ability to master basic Chinese knowledge and reading ability in and out of class. Advisors hope to put forward suggestions for teachers' teaching through test papers: don't just pay attention to textbooks, pay attention to extracurricular reading guidance and improve students' comprehensive Chinese literacy. The examination paper tries to guide students to design their own ideal answers and cultivate their innovative ability through some open questions and multiple answers. The examination paper also strives to embody humanity, interest and flexibility, and break the old proposition model.

At the same time, the whole test paper also embodies the "triple", that is, emphasizing the foundation (basic knowledge and skills), ability (literacy, writing, reading, writing and accumulated application) and innovation (creatively solving problems by using what you have learned).

Second, the performance statistics:

For the fourth grade Chinese I taught, this exam: reference number: 77, total score: 5265, average score: 68.3, passing rate: 8 1.8%, excellent: 17, excellent rate: 22%, failing rate: 65438+.

Third, the students' answers.

1, answer sheet.

Judging from the students' answers, students' mastery and application of knowledge can be roughly divided into three levels:

Mastering the basic knowledge is:

(1), the part of "sound": such as 1 and 2 small questions;

(2) The word part: such as item 1, 2;

(3) "Word" part: such as 1;

(4) "Sentence" part: For example, the word "blink" in 1 is underlined, and students think that these words must be added to the imitation sentence;

(5) the part of "poetry". Such as 1 small question;

(6), "reading" part: in 1 sub-topic, if you can't accurately figure out the meaning of the second paragraph, you can't find a suitable related word: "if (as long as)-just"; In the second sub-question, check a few pictures with the number of strokes, but the students mistakenly think that the strokes are indistinguishable except for the radicals. Sub-topic 3-5, Sub-topic 5 "Draw a sentence with'-'to directly describe the stubbornness of the grass in the text", and too few people can draw it accurately. Students have a good grasp of basic knowledge questions with less flexibility, and the average score rate of each question can reach 75%. They can easily answer some standardized questions and get familiar with it. It is gratifying that students accumulate knowledge in class and language.

Students don't answer flexible questions well. such as

(1) Part of "Words": If reading questions 2-4 is wrong, it is mistaken for choosing various idioms from the topic 1, and the idiom classification error is large, and the scoring rate is only 55%;

(2) "Sentence" part: For example, the second topic should have been written about animals and plants, but some of it was written by people, with a scoring rate of only 60%, the third topic was only 50%, and the fourth topic was too few to be accurately used in sentences, with a scoring rate of only 45%;

(3) Poetry: For example, you can think of the second sub-topic, "The silkworm will weave until it dies in spring", but you can't think of the next sentence, "And the candle will drain the wick every night". No one can think of a poem that compares a teacher to a ladder, and no one can write a modern poem, with a score rate of only 65%;

(4) Fill in the blanks according to the content of the text: the scoring rate is only 60%;

(5) "Reading" part: The reason why students like the sentence written in the sixth question is inaccurate, and the scoring rate is only 55%; The seventh question is untrue, and the scoring rate is only 45%.

For flexibility, students' answers are even worse.

(1), "Writing" part: Although all students know their hometown, those who can really introduce their hometown like a tour guide and are enthusiastic, vivid and beautiful get only 45%. This question reminds the majority of Chinese teachers that Chinese comes from life and must return to life and serve life.

(2) "Composition" part: Although everyone can write "A Sunday in My Home", it is not profound, innovative and unclear, and the scoring rate is only 60%.

2. Problems found in the examination paper.

It is a little more difficult to make this paper complete, novel and vivid, but it conforms to the students' knowledge level, cognitive law and psychological characteristics. On the basis of examining "double basics", we seek to improve and develop in order to adapt to the overall goal of "students' all-round development and lifelong learning" proposed by the new curriculum standard. Throughout this quality inspection, we can see that there are still many problems.

(1) words are not accumulated enough.

Paying attention to accumulation is to give students a golden key to learn Chinese well, and the efficiency of Chinese teaching will be improved rapidly. Students usually lack a lot of reading, accumulation, appreciation and sentiment, and feel helpless when they encounter some flexible questions.

(2) The comprehensive ability is weak.

Because students usually learn more standardized knowledge and lack knowledge integration, they lose more points. The content of this exam not only involves pinyin, word meaning and logical thinking training, but also examines students' ability to accurately understand the content of short passages and their ability to accumulate words at ordinary times. Because I pay attention to the systematic explanation of teaching materials in teaching, guide students to sort out knowledge, and have less infiltration training for old and new knowledge, which leads to students' lack of independent analysis ability for comprehensive questions and more points lost. Due to the relatively poor foundation of students, the comprehensive training for students is slow and ineffective, so that students' ability to examine questions is poor. Some scribble without looking at the topic, others don't really understand the meaning of the sentence and lack the depth of understanding.

(3) Poor logical thinking ability.

Although the composition materials of this quality test are all from students' own life practice, because students' basic skills are not solid enough and there is too little logical thinking training, the written composition is scattered and has no good logical connection. There are too many empty words, cliches and lies, but there are very few childlike innocence and childlike interest. It can be seen that the students in our class are still relatively weak in this respect. I should strengthen the training of students' logical thinking ability in future teaching.

(4) the writing is not standardized.

Judging from the overall volume, the writing situation of students in our class is not optimistic. The handwriting is not correct enough, and the handwriting is not standardized.

(5) Students learn too "standard".

Through the whole examination paper, we can easily see that our students are so "standardized" that they are at a loss about some open questions (such as the seventh item of the reading question) and can't really understand, understand and understand. What's more, some students don't want to read the questions, so they take it for granted to answer according to their own feelings. From this I think of our Chinese teaching: teachers are preaching with textbooks, students are absent-minded, like to listen but don't listen, like to answer but don't answer, like to practice but don't practice. Insufficient implementation of teaching objectives and training. No wonder teachers are tired in class and students are tired in study, with little effect. Should this high-input and low-output Chinese teaching be completely reformed?

Fourth, the evaluation of test questions:

(1) Pinyin. Although attention is paid to the review and consolidation of pinyin knowledge, the form of questions is not novel. Grade: C.

(2) Chinese characters. 1 "Changing the radicals of Chinese characters and reorganizing words" is helpful for students to read and distinguish words, with various answers. Judge "there is no typo in a group of words" in a small question, so that students can read in words and enhance their application ability. Grade: B.

(3) text. That's a good question. 1 Idioms begin with "one to one thousand", with novel forms and diverse answers, which can arouse students' learning enthusiasm to the maximum extent. 2-4 small questions require writing "words describing singing voice", "idioms from historical stories" and "idioms from fables" respectively, which not only examines the accumulation of students' usual words, but also examines students' understanding and analysis of the meanings of words. The answers are diverse and are a small bright spot. Grade: a.

(4) sentences. 1 on the basis of fully understanding the meaning of the text, let the students ponder over it and find more accurate related words, which requires students to have strong judgment ability. Let the students write sentences in imitation. This not only examines students' recognition and understanding of the original sentence, but also requires students to imitate it accurately. This not only points out the direction for students, but also leaves some free space for students, and the answers are diverse. Question 3 requires students to "combine the following words into two sentences with the same meaning", which not only examines the correct understanding of each word, but also examines the students' correct grasp of the logical connection between words, and also examines the students' understanding of the sentence word order. There are various answers. 4 Small questions, asking students to "write sentences as required", pay more attention to students' extracurricular reading and various knowledge reserves, and have various answers. Grade: A-.

(5) poetry. 1 The topic focuses on students' memory of ancient poems, and only writes one of the two poems at the same time, giving students great flexibility. One of the small questions "Think of related poems from these metaphors" is easy for students to answer. Grade: B.

(6) write words. For Xuanhan, every student is familiar with her and can write many wonderful things about her. But as a tour guide, it is really not easy to give short and enthusiastic publicity and introduction to tourists. This requires both concise language, vivid image and passion. This kind of question emphasizes that students should pay special attention to the people and things around them and the major changes around them. Such questions will arouse teachers and students' strong interest in observing life and Chinese in life. Grade: a.

(7) Fill in the blanks according to the text. It is to examine students' accurate understanding of the text. Grade: B.

(8) reading. On the basis of reading the passage repeatedly, ask students to look it up in the dictionary and ask relevant questions according to their own understanding. This kind of reading question is to further examine students' ability to use Chinese knowledge flexibly, analyze and judge, and also to further test whether teachers teach students the golden key to learning Chinese. Grade: a.

(9) composition. I was asked to write "A Sunday in my home". The design idea of this composition topic is to arouse students' memory of existing experience and attach importance to students' unique feelings. As the materials are selected from students' daily diaries, students can immediately associate their own feelings and circumstances, how the family spent Sunday, and the family's language, actions and expressions will be vividly remembered, and the story will be clear. This design follows the concept of paying attention to experience, attaching importance to students' unique feelings, expanding students' ideas of selecting materials, allowing students to choose materials freely, respecting students' unique feelings and breaking through writing difficulties. Let students be willing to work, be good at writing and write good compositions. The advantage of this design is that it can help those students who are not good at selecting materials. Students have been well trained in writing skills on the basis of freely choosing materials. In this way, teachers can use ideas to guide composition and methods to guide students. This not only lowers the threshold for students to write a composition, but also helps students to have something to say and write, overcomes the stubborn problem of students reciting a composition, and also helps students to write a composition that groans without illness. Grade: A-.

Although the flexibility of the whole set of questions has been enhanced, there are too few new and strange "highlights". Results of all papers: A-.

5. Errors and errata in the test questions. (None)

Sixth, teaching reflection.

1, we should continue to attach importance to literacy and accumulation.

As can be seen from this exam, literacy and accumulated scores are very high, and students have mastered it well. Therefore, we must continue to attach importance to this aspect of teaching in the future.

2. Teach learning methods and improve learning ability.

"Method is more important than knowledge". Students develop good reading methods and master the "vivid" method of combining reading and writing, which is helpful to improve reading and writing efficiency. Therefore, in the teaching process, teachers should properly infiltrate the guidance of learning methods, so that students can practice in active inquiry and get not only the answers to questions, but also the methods to absorb knowledge. Give full play to the important role of "teaching people to fish", teach more how to learn and less how to do it.

3. Give full play to students' learning enthusiasm and cultivate innovative spirit.

In the future teaching, we will give full play to students' learning enthusiasm, guide students to be in a proactive thinking state in the classroom, let them think independently, and don't blindly instill knowledge. On the premise of students mastering methods, we should fully tap students' potential and ignite the sparks of students' innovative thinking. Change the traditional teaching methods, create a relaxed democratic atmosphere and cultivate students' innovative ability of questioning, debating and thinking. In this way, students will not feel completely at a loss about open questions, or just seek the only answer.

4. We should establish a big language view and expand our thinking.

We should establish the concept of big Chinese, base ourselves on in-class and extend out-of-class, and pay attention to the integration and infiltration of knowledge points inside and outside the class. First of all, teachers should read more books, not only by themselves, but also have some feelings and accumulation; Secondly, teachers are required to give students more reading guidance so that students can learn to read various articles. In this way, students usually have a lot of reading materials to increase their understanding of the language and improve their comprehensive Chinese literacy.

In a word, to teach Chinese well and let students learn Chinese well, we must rely on the continuous efforts of Chinese teachers to improve their own quality, adapt to the requirements of the times, actively explore and study hard.

Analysis of Chinese examination papers in the fourth grade of primary school 3. Analysis of the overall situation

The fourth grade Chinese exam is divided into four parts. The first part is the text display. The second part is the basic list. The third part, happy reading. The fourth part, happy sports.

Proposition forms are diverse, which embodies novelty and flexibility. Can take care of most students, the topic capacity is moderate, the difficulty is not great, and there is no strange topic deviation. It meets the requirements of the new curriculum reform. Most of the problems are encountered in the text or in the usual training, which students should know and understand, such as reading pinyin, writing words, completing poems, choosing words to fill in the blanks, writing sentences as required, and completing poems.

Second, the structure and characteristics of the test paper

The first part embodies the charm of our Chinese characters, so that students can write standardized and beautiful Chinese characters from an early age.

In the second part, the first five questions are to test students' spelling ability and mastery of the words in this textbook, six questions are to test students' accumulation of ancient poems and sentences, and seven questions are to test students' mastery, understanding and practical application of the contents of this textbook.

The third part, happy reading, mainly examines students' reading ability and understanding ability, as well as the accumulation of extracurricular reading.

In the fourth part, the happy exercise mainly focuses on the details of students' writing.

Third, the existing problems

1, fill in the blanks as required, and lose more points. Mainly manifested in the accumulation of less, unreliable memory, plus writing typos deducted points.

2. The practical content is seriously lost.

3. Fill in the blanks according to the text. There are many mistakes. First, don't recite the text. Second, it is wrong to write typos.

4. The reading questions are more complicated. Although there is training at ordinary times, the students' answers are still very poor.

The main problem of the composition is that the content is not specific and the length is short.

Mainly because:

1, students' basic knowledge of Chinese is not solid.

2. Teaching methods are not flexible enough.

3. Students usually fail in writing, do not pay attention to the accumulation of beautiful words and phrases, do not pay attention to observation, practice questions are not clear, and the questions are not carefully read. There is nothing to say about the composition, mainly because the teacher's requirements are not strict and the guidance is not in place. The language expression is unclear, the sentences are not fluent enough, and there are obvious language diseases.

4, reading is not serious, thinking blindly, reading form is single, only pay attention to in-class training, extracurricular reading because of less training, can not meet the basic requirements of reading in this grade:

5. Teachers have not penetrated enough into the concept of curriculum reform. Lack of understanding and research on the education edition.

Four. counter-measure

1, strengthen the teaching of writing, be strict with requirements, have solid training and persevere, so that students can write correctly, neatly and regularly.

2. Continue to strengthen the training of basic knowledge and skills to lay a solid foundation for students' future development. In addition to reading more methods, we should practice more and consolidate more condensed sentences, changing figurative sentences and anthropomorphic sentences.

3. Pay attention to language accumulation and process evaluation. Emphasize the accumulation of Chinese language essence such as beautiful words, idioms, famous sayings and epigrams, and excellent poems, and encourage students to accumulate in extensive extracurricular reading.

Composition teaching is a long-term effort in the future. Usually increase the cultivation of writing ability and interest. Teach them to observe things, create a writing atmosphere and provide writing materials. In view of the single and similar expression of individual students, encourage students to express themselves individually and write their true feelings. You should practice more exam questions at ordinary times. Writing should be standardized and neat.