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

Analysis of primary school Chinese test paper

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, 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 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' "receptive learning" into "absorptive learning", so as to guide students to know, teach students "law", guide students to understand, emphasize students' "application" and seek students' "development".

Xiguan primary school

April 25(th), 2006

Analysis of Chinese Examination Paper at the End of Grade Two in Primary School in 2004-2005.

"Chinese Curriculum Standard" points out: "The purpose of Chinese curriculum evaluation is not only to examine students' achievement of learning goals, but more importantly, to examine and improve students' Chinese learning and teachers' teaching, improve curriculum design and perfect teaching process, so as to promote students' development more effectively. The screening and selection functions of evaluation should not be overemphasized. " This semester's Chinese examination paper for the second grade of primary school is mainly composed of three parts: knowledge breakthrough, ability competition and interview. According to the Chinese curriculum standard, the test paper is based on the text and closely surrounds the textbook. More than 90% of the questions are from textbooks, and there are no strange questions, so that more than 90% of the students can hand in satisfactory answers. It not only protects children's self-esteem, but also stimulates children's interest in learning Chinese.

This time, 84 papers from two classes were selected for statistics, comparison and analysis. Judging from the overall situation of the sampled papers, the situation of teachers' teaching and students' learning is quite satisfactory. The highest score of the sampling test paper is 100, and the lowest score is 10.5. The total score of 84 papers is 7459.5, and the average score is 88.8. The excellent rate was 9 1%, and the passing rate was 99%. Throughout the whole paper, the content has a certain coverage, emphasis, representativeness, moderate difficulty and a certain level. Pay attention to not only the investigation of basic knowledge, but also the cultivation of students' ability. To sum up, the paper has the following characteristics:

First, the characteristics of the test paper

1. Pay attention to the examination of students' basic knowledge.

The new curriculum standard constantly puts forward requirements for Chinese teaching, but what remains unchanged is the examination of students' basic knowledge. Basic knowledge refers to mastering words, phrases and sentences. This paper focuses on the basic knowledge of students' words, phrases and sentences. For example, questions 1, 2, 4, 5, 6, 8 and 10 were tested from the aspects of words, phrases, sentences and text content, etc., and students mastered the basic knowledge well, with the scoring rates of 93.3%, 94% and 94% respectively.

2. Pay attention to the accumulation and use of language.

To improve students' Chinese literacy in an all-round way, we must enrich their language accumulation, cultivate their sense of language and develop their thinking. Therefore, the examination paper not only pays attention to the basic knowledge, but also pays attention to the students' language accumulation. For example, the supplementary words in the fifth question are compared with the accumulated words. The sentence workshop in the eighth question "I will fill in the blanks according to the text content" and the eleventh question is mainly to guide students to recall what they have learned during this period, and consciously sort them out to enrich their language materials. The scoring rates of these three questions are 83.3%, 87.8% and 9 1.4% respectively.

3. Pay attention to cultivating students' good study habits.

Good study habits refer to careful answers, neat and clear handwriting, careful examination of questions and no omission of answers. Questions 1, 2, 7 and 9 in this article examine students' study habits. The first question requires students to choose the correct pronunciation of Braille in brackets with "√"; The second question is entitled "Look at Pinyin and write words, and require the handwriting to be standardized and neat, correct and neat"; The seventh question requires students to carefully examine the question and write the selected serial number in brackets; Among them, 15 people did not carefully review the questions, and deducted points 1 ~ 6, accounting for 18% of the number of papers adjusted. In the second and third questions of the ninth question, some students circled the words that can form new words with "wood", and the failure rate of this question was 14.7%. It seems very important to cultivate students' good study habits.

4. It is the words "beginning", "end" and "middle" that show humanistic care for students. Those "I can fill in" and "Who has accumulated more words?" Challenging words, games and competition situations such as "Word Paradise", "Let antonyms hold hands" and "Practice my fine print" have eased students' nervousness caused by exams. In the "Chinese world", students fully display their wisdom and throw themselves into the exam with confidence. Necessary reminders, so that children understand the importance of inspection, rather than just sitting and waiting for the bell to end the exam. In addition, imaginative writing exercises encourage students to choose a few small pictures from the pictures, say a few words or make up a short story. The score rate of this question is 83.6%. The stories written by students are colorful, vivid and interesting. Some people congratulate grandparents on their birthdays, some take the whole family to the park, some eat cakes to celebrate their children's birthdays, some go fishing, and some buy books in bookstores ... From various languages, we feel the children's rich imagination and infinite affection. The love between parents and children, children's filial piety, fun of playing and love for life are all vividly expressed in this topic. It seems that children love this topic.

Rethinking the problem of examination paper;

(1) Question 2 In the "ability competition", I will defend: "Zimu has a birthday and many guests have come. Words that can form new words from wood will become wooden guests. Can you circle the guests who are not words? " This topic mainly examines students' literacy methods, especially students' autonomous literacy ability, that is, how many Chinese characters they know, which reflects the hierarchy. The failure rate of this problem is 14.7%.

(2) The fifth question of accumulating words is intended to examine students' memory and application of words in this book, just like "accumulating their favorite idioms and aphorisms" proposed in the curriculum standard. The form of the question is too limited, so let students fill in the blanks. Students should not be required to write the word "complement" to complement each other, which is the main factor for deducting points. Judging from the answer to this question, students should be given more choices, and some questions with uncertain answers should be given. If the test paper gives some conditions and there are too many restrictions, there is no room for opening at all. How can we talk about expanding students' thinking?

(3) The scoring rate of the second and third sub-questions of "Reading" is the lowest in this paper, only 70. 1%, because students have different experiences when reading short articles. Some people think that the red eye of the white rabbit is because it can't pull out the radish. Some people think that the white rabbit wants to eat radish, and some students answer the white rabbit in a hurry. If not limited by fixed answers, it seems that these answers are reasonable. This is also a factor that was not considered when writing questions. Reading is a process of students' personal experience, which guides students to care about nature and life and have their own feelings and ideas about people and things they are interested in. If students are restricted by fixed answers, it really goes against their original intention. We should work hard in the direction of "cherishing students' unique feelings, experiences and understanding". For example, the fourth question, "What do you want to say most after reading this story?" Look at the students' answers: Little frog helps others, and I really want to help others; Don't cry if you can't pull out the radish; How much this radish looks like a boat! Don't worry about things; Don't think like a white rabbit; Little frog, you are very helpful. You must be very happy, right Unity is strong; This story is really interesting; I like this little frog who loves to help others ... It can be said that every child feels different after reading the composition. The key is that students can deepen their understanding and experience, feel and think, get emotional edification, get ideological enlightenment and enjoy aesthetic pleasure while reading. I think this is the purpose of reading. I will try to improve the topic form and sampling method in the future.

Third, the answer analysis

Score statistics for each question:

Title, score, number of samples, total score, loss rate (%), key loss topics and reasons.

A 3 84 252 17 6.7% had a high error rate in sharpening pencils at night.

2 8 84 672 40 6% of the words are misspelled.

3 6 84 504 52 10.3% of the "first" part is divided into three paintings.

Iv1284100818518.4% "weaving harmony" is indistinguishable from "eye harmony".

Verb (abbreviation of verb) and "learn from each other's strengths" of 6 84 504 84 65 438+06.7%

8 84 672 203% Very few students are wrong.

7.6 84 504 60.5 65 438+02% did not require clear examination of the questions.

8 7 84 588 765 438+0.5 65 438+02.2% don't understand the meaning of the question.

98 84 672 98.5 14.7% "Mu" is hard to find a friend topic.

10.6 84 504 24 4.8% individual students are wrong.

Eleven 8 84 672 58 8.6% punctuation and typos will be deducted.

1210 84 840 234 27.9% students' understanding contradicts the standard answer.

Thirteen1284100816516.4% points will be deducted for typos and handwriting.

Insufficient search

(A) students' good study habits are not cultivated enough

Judging from the 84 papers transferred out, most students have good study habits, serious answers, neat handwriting and neat papers, but some students are still poor in these aspects, with poor handwriting and poor correction, especially the papers in the two classes are obviously different. From students' fonts to the neatness of papers, it shows that it has a great relationship with teachers' usual requirements and guidance.

(2) Students have a solid grasp of basic knowledge, but their learning and transfer abilities are poor, their knowledge is narrow, and they are not flexible enough to do problems. This also requires us to pay more attention to the topic of ability training in teaching, organize comprehensive Chinese learning practice activities, strive to move closer to the new curriculum standard, and improve students' comprehensive ability from four aspects: listening, speaking, reading and writing.

(3) From the perspective of writing and reading comprehension, students' language is not rich enough, and their ability to accumulate and use needs to be further improved. Writing also needs to strengthen guidance, especially to let our children not only express themselves fluently, but also write neat, neat and beautiful fonts.

(D) Oral expression and communication, the evaluation of Chinese practical ability is also a weak link in our teaching and examination reform. How to create a communicative environment to examine students' oral communicative competence and how to promote students' learning and using Chinese in practice through examination reform need our continuous efforts.

Fourth, teaching suggestions:

1. Under the guidance of new ideas, constantly improve classroom teaching methods and strengthen reading teaching. In teaching, teachers should consciously encourage students to answer questions creatively, try not to pursue unified answers, improve students' reading comprehension ability and cultivate students' language expression ability in conscious training. It is also necessary to strengthen the guidance of extracurricular reading, guide students to experience reading and exchange experiences emotionally, encourage students to read more excellent extracurricular books in a planned way, dare and be willing to exchange their reading experience with others, and broaden their knowledge in reading.

2. Strengthen the accumulation and application of language. In teaching, teachers should consciously cultivate students' interest in reading. Through evaluation and some comprehensive Chinese activities, students are given enough reading time in class and after class to guide them to the road of autonomous learning. It is necessary to cultivate students' interest in extensive reading, expand the scope of reading, increase the amount of reading, accumulate Chinese in a down-to-earth manner and lay a solid cultural foundation.

3. Strengthen writing teaching, oral communication teaching and comprehensive learning, strengthen Chinese practice activities, establish the concept of big Chinese teaching, and let students learn Chinese from life and apply it to life.

Grasp the direction of proposition:

1. Reduce rote learning and copying hard questions, and enhance the flexibility and scientificity of test questions; It is also necessary to reduce the number of questions, increase open questions and increase the topics of ability training;

2. Appropriately increase the open, practical, operational and life-oriented test questions, strengthen the assessment of students' comprehensive quality, strengthen the curriculum integration of Chinese subject with other subjects, reflect the comprehensiveness and interest of Chinese subject, and enhance the flexibility and scientificity of test questions;

3. The content of the test paper should reflect a certain step as far as possible, which can be suitable for students of different levels and different foundations.

In short, with the deepening of curriculum reform, we should take curriculum standards as the guide, promote students' development as the goal, and help teachers improve Chinese teaching and improve the teaching process as the goal, so that test papers can become a platform for students' quality display and exchange, and good friends to guide students' autonomous learning.