Analysis of junior high school Chinese test paper 1 The previous chapter talked about the reading content in classical Chinese reading. Next, I will continue to bring you junior high school Chinese test paper analysis, modern reading and composition. Interested friends can come and have a look.
Modern Chinese reading materials are all selected from extracurricular, and the test questions focus on the examination of students' application ability.
The selected text is a complete article, focusing on students' overall grasp of modern reading materials. The setting of modern Chinese reading topics basically follows the reading law of "overall perception-local exploration-overall perception", which is conducive to teaching students to master good reading methods and guiding the healthy development of Chinese reading teaching. Modern Chinese reading focuses on students' overall perception of the content of the article, the summary of the main points of the content, the combing of the author's writing ideas, the understanding of the author's thoughts and feelings, and the taste of the meaning and function of words and phrases in a specific context. It screens information and expresses personal unique views by providing language materials, and mainly examines students' abilities of analysis, generalization, understanding, perception, screening, appreciation, thinking and evaluation.
The content of composition proposition is close to students' life, which is convenient for students to play freely.
Composition proposition is close to students' life and can arouse students' life experience. There are basically no obstacles in the examination of questions, and the range of materials is wide. Students can express their true feelings and fully display their personality according to their own feelings and thoughts about life. This provides students with free choice and broad writing thinking space. Everyone can have something to say, and everyone has articles to write, especially for students who usually read a lot, are good at observing life and have active thinking.
Analysis of junior high school Chinese test paper II;
There are 55 students in Grade 7, 28 Chinese papers (Class 2) and 55 geography papers. Look at the paper, the general situation is as follows.
Six students in Class Two, Grade Seven passed Chinese, with a passing rate of 2 1.4% and an average score of 62.8 in each subject. Summarized as follows:
1, students have been promoted from primary school to middle school, so it is difficult to adapt to the form of test questions.
2. Many students have a weak foundation, are not practical, and forget things. Many students fill in the blanks according to the text, but they can't write.
3. Improper answering methods, ignorance of personal Chinese knowledge and unclear questions, such as the analysis of expressions.
4. Usually, copying homework is serious, and lazy habits are formed, which makes the examination room unable to start.
Some students in the composition are beside the point, writing at sixes and sevens, and the number of words is not enough.
6. There is too little extracurricular reading, so it is difficult to read simple sentences when reading.
The following is a detailed analysis of the test paper:
The examination paper * * * consists of three parts, basically following the pattern of the senior high school entrance examination paper. The first part ***30 points, including the examination of fonts, phonetics, ancient poems and advertisements, in which the unqualified rate of fonts and characters is not high and there is a problem. First, pinyin is illiterate. Second, the font is unreasonable. Third, homonyms are confused with similar words. The problems of ancient poetry are that students are not allowed to recite accurately, and there are also forgetfulness and word errors. We should strengthen this part of teaching in the future. The moral of advertisement Some students don't understand the meaning of "moral" and even misinterpret the meaning of the question.
Let's talk about the second part, modern Chinese reading. Modern Chinese reading in this exam is all extracurricular reading, and many students have lost a lot of points. The first problem is that they don't understand the expression and think it is a rhetorical method. This question was not mentioned in class, so none of them did it right. Second, I didn't fully understand the deep meaning of the sentence. Third, individual students will not be divided into large sections.
The third part is that there is only one multiple-choice question, and most students can do it right.
The fourth part is the reading of classical Chinese, that is, classical Chinese in class. Students lose more points than the first two choices.
The fifth part is the composition. Most students can write as required. There are some problems. First, there are not enough words. This is because the number of words required for primary school composition is less than that for junior high school. At least 600 words are needed now, and many students are not enough. Second, individual students did not write as required. Third, some students' handwriting is messy, and individual students are difficult to identify. Fourth, some students have many typos.
Analysis of junior high school Chinese test paper Part 3 The questioners all design the test paper according to a set of ideas, first understand the meaning of words, explain the meaning of sentences, and finally summarize the author's writing intention.
Reading in class in the last lesson: there are four test sites for this big question:. There are comprehension questions about word meaning and sentence meaning, and analysis questions about detail description and expression.
What does the first question "bells" and "trumpets" mean to teachers and students? Out of 2 points. Average score of 5 classes 1.8 1, with 25 people getting full marks. Many students write "meaning" as "meaning" in the process of answering questions and should not throw it away.
The second question: Why does little Francis think that Mr. Hamel "has never been so high"? Out of 2 points, the average score of 5 classes is 1.74, out of which there are 25 people. The answer to this question is not from the perspective of Francis Jr., but directly related to Mr. Hamel.
The third question consists of three detailed description questions. Out of a perfect score of 6, the average score of 5 classes is 3.47, and there are 2 people out of a perfect score. There are many mistakes in the first and third minor questions. In particular, some students answered patriotism in general and did not proceed from the question. The third question, which frans associated with pigeon croaking, means that some students replied that they were not allowed to learn German. The reason why these students answered this question still shows that there is something wrong with the understanding of this article.
The fourth question is the understanding of Hamel's behavior and expression. Out of 2 points, the average score of 5 classes is 1. 1, and 5 people have full scores. This question should be answered from two aspects. First, the writing of the words "Long live France" does not accurately express Hamel's insistence on winning. The second is to express Hamel's frustration and sadness about losing his home.
The design score of the reading problem in class is 12, and the average score of this problem in class 5 is 8. 12. There is no perfect winner. The highest score is that three students in Class 5 got 1 1. Other students are still far from the excellent line of 10.2. It can be seen that children still have problems in their usual study. According to the usual classroom teaching and homework analysis, there are mainly the following problems:
1. Some students are still not attentive in class, so individual students need special attention from teachers.
2. The classroom notes are not serious after the spot check, and more children should be urged to take notes in the future.
3. I don't review what I have learned in time, and I don't pay enough attention to the review homework assigned by the teacher.
4. Reading is not mature enough. "Read a book a hundred times and you will find its meaning." Children should be urged to read these famous books more in the future.
5. Continue to train students' answering skills and expressions, so that students have something to say.
6. Also pay attention to the problem of children writing typos, especially the homework assigned every day. Check carefully and strictly put an end to typos.
Classical Chinese teaching is difficult for teachers and difficult for students to learn. Every time I take an exam, I lose the most points. Except for some high-level students, most students are at a loss about some classical Chinese questions. I feel that I have learned the lesson of "the life system of junior middle school Chinese examination questions and examination analysis" and benefited a lot. Let's briefly talk about my views on the reading questions of classical Chinese in the senior high school entrance examination.
44 sets of sample papers * * * examined 48 articles in classical Chinese, 13 articles were recommended by Curriculum Standard, and 35 articles did not appear in Curriculum Standard. Based on the textbooks published by People's Education Press, Jiangsu Education Press and China Education Press, this paper analyzes 23 sets of test papers with two sets of classical Chinese test materials. It can be seen that the classical Chinese examination textbooks selected for Yichang Volume and Shanghai Volume in Hubei Province did not appear in the textbooks of the People's Education Edition, and the excerpts from Tianjin's "Tang Opera Live Up to its Mission" only appeared in the textbooks of the People's Education Edition. The titles of the other 20 regions are the same as those of People's Education Edition, Soviet Education Edition and Chinese Edition. It shows that the selection of classical Chinese textbooks follows the trend of combining in-class and out-of-class teaching.
The focus of classical Chinese examination is accumulation and understanding. The content of the test includes eight items: classical Chinese vocabulary, sentence translation, dictation, literary common sense and style, sentence interruption and tone, writing skills, meaning generalization and meaning understanding. Among them, classical Chinese words, sentence translation, generalization and text understanding obviously occupy the main position. Among 44 sets of sample papers, 42 sets directly examine classical Chinese words and 4 1 set directly examine sentence translation, with examination rates of 95.5% and 93.2% respectively.
The examination papers of senior high school entrance examinations in various places focus on the examination of content words, with verbs as the main content words, which has reached the so-called tendency of examining classical Chinese words: "avoid emptiness and be practical." The word coincidence rate is not high, and 77. 1% words only appear once in the test questions in different regions. Even if the test materials are the same, the test of classical Chinese vocabulary does not show high consistency. It shows that classical Chinese vocabulary needs extensive accumulation. Words with different meanings in ancient and modern times, polysemy and flexible use of parts of speech are the hot spots to be examined.
Sentence translation questions still account for a large proportion, and sentence translation is tested except for Jiangxi paper and Changchun paper. Sentences with special sentence patterns and sentences closely related to the understanding of the article are key sentences. The sentences without special sentence patterns always lead to a paragraph or the central sentence of the article, which is very important for understanding the whole article. It can be seen that the sentence translation problem began to give up simply examining the syntax of classical Chinese, but focused on understanding the meaning of the text, which increased the difficulty of examining keywords and paid attention to students' reading comprehension and application ability.
After learning this lesson, I have a comprehensive and in-depth understanding of some questions in the senior high school entrance examination. In the future work, we should not only guide students to accumulate basic knowledge such as classical Chinese words and literature, but also let them see more types of test questions to improve their understanding ability and comprehensive application ability.
Analysis of junior high school Chinese test paper 5 At this time of the year, we attach great importance to the ninth grade entrance examination, from proposition to marking and calculation of grades, so we also get the attention and cooperation of teachers, students and parents in primary schools.
The change in the syllabus of the senior high school entrance examination this year is mainly reflected in the addition of "model" in classical Chinese reading. So far, of the 50 ancient poems that need to be recited in the course, only Ten Analects of Confucius and Miscellaneous Notes (namely "Ma Shuo") have not been prepared for the exam, and the remaining 48 capitals are listed in the senior high school entrance examination. I worked out the test questions in strict accordance with the provisions of the outline, which should be said to be within the outline.
In the process of marking, I completed my own marking task, and according to the answers to two sets of Chinese and Chinese questions, I took out five test papers according to the principle of giving consideration to both urban and rural areas, and made a detailed marking and calculation analysis of the whole volume. Judging from the results of sampling, marking and calculation, it can be said that the answer to this joint exam is mixed, with gratifying results and many problems.
1, unfamiliar with the contents of famous books, seriously lacking the time to read famous books, and the teacher did not consciously guide them.
The score rate of this test is nearly 80%, which shows that students have a good grasp of this aspect.
3. About half of the students failed to score, which shows that the students are deficient in classical Chinese content words and should be strengthened in teaching.
4. Nearly 80% of the students who wrote ancient poems silently scored more than 5 points. The main reason for losing points was font errors, followed by missing words. Some students could not recite correctly, while a few students could not.
5. The loss rate is as high as 74.67%, which shows that students have a serious lack of mastery of the text content. Pay attention to being practical and steady, and don't be greedy.
Teaching suggestion: Strengthen the teaching of basic knowledge, so that students can firmly grasp the basic knowledge.
1, spelling rules of Chinese pinyin, Chinese pronunciation and font, writing.
2. Master the original meaning, extended meaning, figurative meaning and usage of words.
3. Idioms' words, original meanings, extended meanings and their application in sentences.
4. The teaching of sentence components should be paid attention to, not too marginal. Our students have suffered a lot in this respect and should be paid enough attention by our teachers.
Reading famous books is not only to meet the needs of exams, but also to meet the needs of personal culture and literary accomplishment. Therefore, our teachers should not only read famous books by themselves, but also consciously guide students to read famous books and strengthen their self-cultivation.
6. The teaching of literary common sense should also be strengthened. Don't introduce a text in a conventional way and then put it on the shelf. It is necessary to review.
In the reading of classical Chinese, more serious problems still exist in the understanding and interpretation of real words and function words and the translation of classical Chinese sentences, which is the foundation and we must not ignore, otherwise it is no different from not learning classical Chinese. In addition, our students' study of classical Chinese knowledge is very boring, and they can't use it flexibly (of course, so is the study of many knowledge of modern Chinese). We should consciously extend it to extracurricular activities, so that the knowledge in students' minds can come alive, and we can't leave the textbook content without knowing what to say.
Through the training and study of test paper analysis, I finally understand what to analyze and how to analyze it. Now I summarize my personal learning experience as follows:
First, the content and structure analysis of the roller surface
1, the source of the test questions is introduced.
2. The guiding ideology and concept analysis of the test questions.
3. Difficulty ratio analysis.
4. Detection target analysis.
5. Structural analysis of test questions.
For example, the test paper is full of points. The examination paper structure consists of four parts: language accumulation and application (score), China's classical poetry reading (score), modern Chinese reading (score) and composition (score).
Second, the analysis of the characteristics of the test questions
Judging from the content of the exam, whether the students can reach the test goal in the exam results.
Each part of the test question examines whether the content can achieve its due goal.
Third, the analysis of students' answering questions and marking papers.
In order to better explain the situation of each exam, how many test papers have been selected for data statistics and comprehensive analysis, and now the statistical data list of test papers is analyzed as follows:
Fourth, suggestions to improve teaching
This is an analysis of a Chinese exam and puts forward some suggestions and measures to improve teaching.
For example: 1. When teaching words, teachers should pay special attention to flat tongue, polyphonic words and similar words, let students write, strengthen their memory of words, and let students really understand the meaning of each new word.
2. Instruct students to write regular script and running script. Really write in a standardized, correct and neat way.
3. Usually, we should really return the classroom to the students and train their listening, speaking, reading and writing abilities, especially their understanding and analysis abilities, with the careful guidance of teachers. It is necessary to cultivate students' habit of carefully and accurately examining questions, clearly understand the requirements of questions and answer questions as required. When answering questions, we should grasp the key points, express them point by point, and be orderly.
4, guide students to do a good job in extracurricular reading, and guide students to read famous books widely, especially in accordance with the provisions of the curriculum standards, to understand the main contents of the works. It is not enough to effectively improve students' overall perception and specific understanding of the article only in class for 45 minutes. Moreover, guiding students to write their own thoughts after reading is one of the most effective ways to improve students' Chinese literacy.
5. The teaching of classical Chinese should pay attention to the understanding and memory of important classical Chinese words, not only content words, but also some important function words. We should also pay attention to the self-reading of classical Chinese in the classroom, not only using classroom teaching, or arranging students to study by themselves, but also reviewing them in a timely and appropriate manner. In particular, it is necessary to supplement a certain amount of extra-curricular ancient poetry, so that students can read aloud, recite, understand and appreciate it in a limited time in the examination room, gradually cultivate a sense of language, and accurately grasp the connotation and writing characteristics of ancient poetry.
6, composition teaching should be strengthened, usually pay attention to cultivate students' observation ability and expression ability. It is also necessary to guide students to pay attention to accumulating materials, be diligent in thinking, and be good at discovering from small things in life. Life is the source of writing, so students should be guided to pay attention to life from time to time, experience life, feel life and write their true feelings.
Analysis of junior high school Chinese test paper 7 The Chinese test paper for this exam is made by Lixin No.1 Middle School. Formally in line with students' learning reality. Judging from the content of the examination, the important knowledge points that should be mastered in Chinese learning are reflected in the examination paper, which is more flexible, mainly to test students' reading comprehension ability and language knowledge application ability. The proposer focuses on the trend of Chinese teaching reform and the basic requirements of the new curriculum reform for Chinese teaching, and also considers the current situation of Chinese teaching in junior high school. On the whole, the examination paper of this exam not only helps to promote the healthy development of curriculum reform, but also directly hits the senior high school entrance examination, which has strong guidance and helps to guide students to continuously improve their Chinese literacy.
Under the guidance of Chinese Curriculum Standard, this examination proposition can pay attention to the examination of knowledge and skills, the infiltration of humanistic spirit and curriculum reform concept, and the individuality and creativity of Chinese learning, which better embodies the spirit of the Ministry of Education that "Chinese examination should focus on examining students' reading ability and expression ability". The full mark of this exam is 150, and the exam consists of three parts:
1. Cumulative application (35 points).
Second, reading comprehension (55 points).
1, reading in classical Chinese (15).
2. Modern reading (40 points).
Third, composition (55 points), the volume is divided into 5 points.
This paper makes a concrete analysis of this survey paper in order to accurately understand the learning situation and better make teaching serve the senior high school entrance examination.
Statistically speaking, the performance of China people is not very good. From the analysis of test paper answers, the main reasons for losing points are as follows:
1, lack of language expression ability. This is not only reflected in the examination of students' practical language application ability, but also in reading materials, grasping the content of articles, summarizing and capturing information, expressing the answers to reading questions and expressing the language of compositions. Students won't get high marks if they don't say exactly what they think, make things up and express their ideas. For example, parody, the understanding of advertising language, the interactive communication of situational oral English, students are unclear about the examination questions and do not understand the original intention of the proposer. In the future, we should strengthen orderly training and form ability.
2. The poor comprehensive analysis ability of reading comprehension is an important reason for losing more points in reading questions. The reading material of classical Chinese selection is The Story of Yueyang Tower in class, while the reading material of modern Chinese is extracurricular, including argumentative reading "University Needs Innovative Spirit" and narrative reading "My Mother". Judging from the types of questions, it focuses on questions and answers, highlighting students' reading expression ability and unique experience, and paying attention to the examination of reading methods and inquiry consciousness. The test questions are examined from the perspectives of word understanding, information screening, viewpoint generalization, independent exploration of paragraph content and analysis of hierarchical thinking in a specific context, and boldly examined from the perspectives of students' feelings, experiences and taste ability.
Judging from the answers, we have a good grasp of basic knowledge, but we can't correctly grasp the main idea of the article, quickly capture effective information and accurately understand the deep meaning of the sentence. Can't accurately extract key information, that is, can't grasp the question type, can't find the answer information and can't analyze the potential information. Most candidates can't grasp the characteristics of the question type and use the language on the basis of understanding the language. Many answers, but they are not the main points. For example, students' analysis of the characters' thoughts in Yueyang Tower is far from the point, just a simple comment on the characters' mentality. Lose the most points.
3. The composition is divided into proposition and material composition (choose one topic), which gives candidates ample choice. This shows that the author is kind-hearted and has a good grasp of the situation of the senior high school entrance examination, which is suitable for students to find personal life experience to write. Because the materials are easy to write and the tips are kind and simple, it can quickly mobilize students' reading reserves. For candidates, the choice of materials is wider, more flexible and more free. There is no obstacle to the examination of composition questions in the test paper, and the stylistic requirements are diluted. There is greater freedom of choice in the formulation of questions, the establishment of the center, the choice of style and the application of writing methods. It advocates diversified and personalized thinking and encourages students to express their unique feelings and experiences creatively and boldly from different angles. However, there are still many students who are uncertain about this requirement. Although they do their own topics, have their own ideas and choose their own styles, they can't highlight the center. Some materials deviate from the theme, and the details are too simple to grasp and describe, giving people an empty feeling. The composition language is too empty to write true feelings.