It is hoped that all schools will organize senior three teachers to seriously study the relevant contents in the annex of the Notice of Guangdong Provincial Department of Education on the Use of National Unified Proposition Papers for the General College Entrance Examination in Guangdong Province (Guangdong Education Examination Letter [2065438+05] No.24) (the annex can be downloaded from the website of Guangdong Education Examinations Institute) and this guidance, and earnestly formulate a scientific preparation plan to ensure the smooth progress of teaching and preparation for the transition period.
Attachment: 20 16 guidance for preparing for the college entrance examination
Candidates can log on to the 5 184 college entrance examination APP or the 5 184 Guangdong examination service network college entrance examination channel page to learn more about the 20 16 national volume.
language
I. Similarities between the National Volume and the Guangdong Volume
1. This proposition is based on the same reason. Both of them are based on the Chinese Examination Outline of the National Unified Entrance Examination for Ordinary Colleges and Universities (Curriculum Standard Experiment 20 15 Edition), and both of them embody the basic requirements of the Chinese Curriculum Standard for Ordinary Senior High Schools (Experiment). Modern Chinese reading has compulsory content (modern Chinese text) and optional content (literary text and practical text are optional).
2. The main components of the test questions are basically the same. The full marks are 150, and the test time is 150 minutes. There are multiple-choice questions and non-multiple-choice questions. The content of the test consists of five parts: Chinese foundation, Chinese application, ancient poetry reading, modern text reading (classified test and compulsory test) and composition.
3. Most of the language proficiency test sites are the same. All of them are the ability to test words, the ability to distinguish language diseases, the coherence of language, the simplicity and appropriateness of language, the ability to accumulate famous sayings and sentences, the ability to appreciate ancient poetry, the ability to break sentences in classical Chinese, the ability to analyze and summarize classical Chinese content, the ability to screen information in modern Chinese, the ability to analyze and summarize modern Chinese content, the ability to write modern Chinese, and the ability to analyze and write language. They are about 90% the same in the test sites of their main abilities.
Second, the difference between the national volume and the Guangdong volume
1. The overall structure of China National Curriculum Standard Volume is quite different from that of Guangdong Volume. The national curriculum standard test paper is divided into the first reading question and the second expression question. The reading questions in the first volume consist of four parts: modern text reading, ancient poetry reading, literary text reading and practical text reading. The second volume of expression questions consists of two parts: language use and writing. The Guangdong volume consists of six topics: Chinese foundation, reading of ancient poems, compulsory examination of modern literature reading, selective examination of modern literature reading, Chinese application and composition.
2. The scores of each part of the national curriculum standard volume of Chinese are quite different from those of the Guangdong volume. There are 70 reading questions in the first volume of the national curriculum standard volume, including 9 reading questions for modern literature (Guangdong volume 14), 36 reading questions for ancient poetry (Guangdong volume 35), 25 reading questions for literary texts (Guangdong volume 15) and 25 reading questions for applied texts (Guangdong volume 15). Volume 2 expresses 80 points, including 20 points for language use (24 points for Guangdong volume) and 60 points for writing (60 points for Guangdong volume). In addition, the national curriculum standard volume Appreciation of Ancient Poetry 1 1 (Guangdong volume 7 points).
3. There are great differences between the Chinese National Curriculum Standard Volume and the Guangdong Volume in specific test sites, questions and scores. The national curriculum standard does not take phonetic discrimination, classical Chinese function words, classical Chinese content words and classical Chinese information as circular test sites. Discussion text reading only takes multiple-choice questions (9 points for 3 questions), not non-multiple-choice questions (8 points for 2 questions and 8 points for 2 non-multiple-choice questions in Guangdong volume). In 20 15, the classical Chinese reading part of the national curriculum standard volume added the examination of ancient cultural common sense. 14, there were 50 ancient poems in high school and 64 ancient poems in junior high school (only 33 ancient poems in Guangdong volume were tested), and the specific application in the context was examined. Literary text reading and practical text reading in the national curriculum standard volume have both multiple-choice questions (1 question 5 points) and non-multiple-choice questions (3 questions 20 points); Guangdong paper only has multiple-choice questions (3 questions 15). The use of words in the national curriculum standard test paper only tests the use of idioms, not the use of two-character words and idioms.
4. There are great differences between the National Curriculum Standard Volume and the Guangdong Volume in the number of small questions and the level of ability. The national curriculum standard volume contains 18 small questions, 6 less than the Guangdong volume. The national curriculum standard test paper examines the reasoning ability and transfer ability in text reading, and examines the inquiry ability in literary text reading and practical text reading. These three abilities are not obvious in Cantonese paper. In literary text reading and practical text reading, if you choose two of the five multiple-choice questions, you will get 5 points, including 3 points for one option, 2 points for one option and 1 point for the other option, which Cantonese paper does not have. In addition, the composition scoring standard of the national curriculum standard test paper is 40 points for basic level (50 points for Guangdong paper) and 20 points for development level (0 points for Guangdong paper 10).
5. The standard volume of Chinese national curriculum is obviously different from the Guangdong volume in the choice of modern Chinese reading texts. For many years, the national curriculum standard volume insists that literary texts only test novels, and practical texts only test biographies; Guangdong Volume 20 15 examines prose and popular science, and 20 14 examines prose and news interviews, and sometimes novels and biographies.
Third, consolidate the language foundation and explore new preparation methods.
1. Inherit and carry forward the successful preparation experience in the past. Although 20 16 uses the national curriculum standard volume, about 90% of the test sites in the national curriculum standard volume are the same as the Guangdong volume, which shows that the excellent preparation experience in the past is still very useful and must be inherited and carried forward. It is suggested that on the basis of successfully preparing for the 20 16 Chinese college entrance examination, we should pay more attention to the cultivation of students' Chinese literacy, consolidate the Chinese foundation, highlight the cultivation of Chinese ability and improve the efficiency of Chinese preparation.
2. Strengthen research and accurately grasp the direction of the national Chinese curriculum standard volume. After all, there is still a big difference between the national Chinese curriculum standard volume and the Guangdong volume, which requires that you must prepare for the exam according to the characteristics of the 20 16 national Chinese curriculum standard volume. The national curriculum standard test paper consists of two parts: the first reading question and the second expression question. The order of answering questions is: modern compulsory questions, ancient poetry reading questions and modern essay topics, then language foundation and application, and finally writing. These have a great influence on the plan, content arrangement and full-volume training of review preparation, so we should have a clear understanding of this and implement it in the specific review preparation.
3. Optimize the strategy and highlight the key points of the test questions. In recent years, the classical Chinese content words, classical Chinese sentence breaks and classical Chinese information in the reading questions of ancient poetry in the national Chinese curriculum standard volume are the test sites in turn, so we should pay attention to preparing for the exam comprehensively when reviewing. 20 15 classical Chinese reading questions in the national curriculum standard volume have added the examination of common sense of ancient culture, so everyone should pay special attention to this examination direction when reviewing and preparing for the exam. The national curriculum standard volume contains 2 questions 1 1, which is 4 points more than the Guangdong volume. Modern Chinese reading has 4 questions and 25 points, which is more than Guangdong paper 1 question 10 points. These key points must be strengthened in the review.
4. Dare to explore and break through the difficulties in the test questions. In recent years, the national Chinese curriculum standard volume of modern Chinese reading requires 9 points for three multiple-choice questions, emphasizing the examination of information screening, information inference and information transmission. Modern Chinese reading 1 5 multiple-choice questions; The composition of the national curriculum standard volume is very different from that of Guangdong in terms of material selection, material orientation and grading. When reviewing for the exam, we should actively explore and study the differences and strive to break through these difficulties.
5. Broaden your horizons and take the initiative to learn advanced Chinese preparation experience from all over the country. Some provinces used the national Chinese curriculum standard test paper earlier, and their research on the writing strategy of the curriculum standard test paper is more in-depth and comprehensive, forming their own experience and characteristics, which is very worth learning and learning from. Through the Internet, newspapers and other channels, we should actively understand and learn from the advanced Chinese preparation experience of those provinces, and use and learn from them selectively in combination with the reality of local, school and class students.
mathematics
Since 20 16, there is no doubt that the national examination paper (national curriculum standard paper) has been adopted in Guangdong college entrance examination mathematics. In order to prepare for the 20 16 college entrance examination mathematics, the following is a preliminary analysis.
First, the similarities and differences between the national volume and the Guangdong volume
1. The question structure is the same as the full mark.
The test questions are all composed of "multiple choice questions, fill-in-the-blank questions and solution questions"; Full marks are 150.
2. The number of questions is different from the homework.
The total number of questions in Guangdong paper is 2 1 (candidates answer 20 questions), of which 2 questions are selected for doing, objective questions 1, objective questions are 70 points, and problem solving is 80 points.
There are 24 questions in the national examination paper (candidates answered 22 questions), of which 3 are multiple-choice questions 1, 80 are objective questions and 70 are answered questions.
3. The distribution of test questions is different
Guangdong volume science has 8 multiple-choice questions, 7 fill-in-the-blank questions and 6 answers; Liberal arts multiple-choice questions 10, fill-in-the-blank questions 5, answers 4 and 6. There are 12 multiple-choice questions, 4 fill-in-the-blank questions and 6 answers in the national examination papers and science (choose 3 1).
Guangdong's test paper selection is a fill-in-the-blank question (2 choices 1, out of 5 points). Choose the national volume as the answer (3 choices 1, full score 10).
In solving problems, Guangdong paper is six required questions, national paper is five required questions, 1 multiple choice questions.
4. The difficulty (order) of the test questions is different.
20 13—20 15 Guangdong volume science problem solving sequence;
age
Question 16
Question 17
Question 18
Question 19
Question 20
Question 2 1
20 13
triangular
Probability and Statistics
solid geometry
Ordered sequence
Analytic geometry
Functions and derivatives
20 14
triangular
Probability and Statistics
solid geometry
Ordered sequence
Analytic geometry
Functions and derivatives
20 15
triangular
statistics
solid geometry
Functions and derivatives
Analytic geometry
Sequence and inequality
From 20 13 to 20 15, the order of solving problems in Guangdong juanyi is exactly the same:
Triangle-Probability and Statistics-Solid Geometry-Sequence-Analytic Geometry-Function and Derivative
2013-2015 national volume 1 science problem solving sequence:
age
Question 17
Question 18
Question 19
Question 20
Question 2 1
Questions 22-24
20 13
triangular
solid geometry
Probability and Statistics
Analytic geometry
Functions and derivatives
3 Select 1
20 14
Ordered sequence
Probability and Statistics
solid geometry
Analytic geometry
Functions and derivatives
3 Select 1
20 15
Ordered sequence
solid geometry
Statistics (regression equation)
Analytic geometry
Functions and derivatives
3 Select 1
20 13 —— 20 15 National Volume 1: The order of solving problems in liberal arts:
age
Question 17
Question 18
Question 19
Question 20
Question 2 1
Questions 22-24
20 13
Ordered sequence
Probability and Statistics
solid geometry
Functions and derivatives
Analytic geometry
3 Select 1
20 14
Ordered sequence
Probability and Statistics
solid geometry
Analytic geometry
Functions and derivatives
3 Select 1
20 15
triangular
solid geometry
Statistics (regression)
Analytic geometry
Functions and derivatives
3 Select 1
Second, 20 16 Suggestions for Preparing for the College Entrance Examination in Mathematics
1. Make clear the requirements of the Examination Outline and strengthen the "double basics" training.
The examination outline is not only an important basis for the college entrance examination proposition, but also an important document to guide candidates to prepare for the exam. As a teacher, we should understand the changes in the examination syllabus, so we should read it carefully.
When reviewing and preparing for the exam, we should summarize, improve and extend the examples and knowledge points in the textbook on the basis of textbook knowledge, so that it can play the role of giving inferences by analogy and bypassing one kind by one. When reviewing, we should fully tap the role of examples and exercises in the textbook, deeply understand the essence of the textbook, and tap the connotation of the textbook, which is conducive to the radiation of the whole textbook and the breakthrough from the inside out. In the annual college entrance examination mathematics paper, some questions are from textbooks, which are higher than textbooks, especially multiple-choice questions and fill-in-the-blank questions. Most of them are adapted from examples and exercises in textbooks, and there are some shadows in solving problems (or directly using theorems or formulas in textbooks).
Because the overall requirements of the national paper are higher than those of the Guangdong paper, we should pay more attention to the "double-base" comprehensive training for both objective and problem-solving questions.
2. Pay attention to the "new" content and don't forget the "marginal" test sites.
The so-called "new" content refers to the new content in the mathematics curriculum standard, which mainly refers to: functions and equations; The algorithm is preliminary; Geometric probability; Conditional probability; Normal distribution; Statistical cases; Three views; Full name quantifiers and proper name quantifiers; Scientific definite integral, etc. Judging from the statistics of test questions in recent years, the number of new content is increasing year by year. It has also been strengthened in the difficulty and change of the proposition.
Another noteworthy tendency is that the seemingly "diluted" or "weakened" "marginal" test sites are frequently examined, such as the "independence test" of volume 20 10, a liberal arts 19; 20 14 Curriculum Standard Volume I Science Question 18 Examines "Normal Distribution"; Curriculum standard 2 science 19 questions examine "one-dimensional linear regression equation" and so on. 20 15, the first volume of the curriculum standard, and the questions of arts and sciences 19 all examined the "regression equation".
What needs to be pointed out in particular is that the "probability statistics" and "statistical cases" of the national volume and the Guangdong volume are quite different in proposition style and examination requirements, which need to be paid great attention to when preparing for the exam.
3. Develop good habits and make fewer "low-level" mistakes.
A complete answer to the question includes both major substantive steps and minor auxiliary steps. It is wise, necessary and not difficult to find auxiliary steps before finding substantive steps. It's like clearing the periphery first when fighting a tough battle.
Auxiliary solutions are very extensive, such as accurate drawing, transforming the conditions in the problem into mathematical expressions, setting the unknowns of application problems and writing the corresponding algebraic expressions, setting the variables of extreme value problems and representing other quantities, setting the coordinates of moving points of trajectory problems and representing other conditions, and carrying out the first step of reduction to absurdity or mathematical induction.
Throughout the years, it is a pity to lose points because of bad habits. Therefore, it is one of the indispensable links in the teaching process to guide students to develop good answering habits.
English
According to the requirements of Guangdong Provincial Department of Education's Guangdong Education Examination Letter [2015] No.24, starting from 20 16, the English written test of Guangdong College Entrance Examination will use the national paper. In order to do a good job in senior high school English teaching and preparation, the following analysis and suggestions are put forward:
First, the similarities and differences of test paper structure
(1) Listening and Speaking Test
The listening and speaking test retains the current independent proposition method and score in Guangdong Province (15). The examination paper structure, examination content, examination method and time (conducted separately in March each year) have not changed.
(2) the written part
Structure comparison between the national volume and the original Guangdong volume;
National volume:
part
festival
Number of topics
Single question score
mark
Score before/after conversion
Time (minutes)
first part
reading comprehension
The first section (choose one from four)
15
2
30
40/45
40
Part II (5/7)
five
2
10
the second part
Application of language knowledge
Section 1 cloze
20
1.5
30
45/50.6
40
Fill in the blanks in the second quarter
10
1.5
15
the third part
writing
The first paragraph corrects mistakes
10
1
10
35/39.4
40
Section 2 written expression
1
25
25
be equal to
6 1
120
135
120
(The total score of the test paper is 120, and the final score is converted into 135, that is, the total score of the test paper is 120 ×1.125 =135, rounded to the nearest integer. )
Original Guangdong Volume:
part
festival
Number of topics
Single question score
mark
Time (minutes)
first part
Application of language knowledge
Section 1 cloze
15
2
30
30
Section 2 Fill in the blanks in grammar
10
1.5
15
the second part
read
Section 1 Reading Comprehension
20
2
40
40
Section 2 Information Matching
five
2
10
the third part
writing
Section 1 Basic Writing
1
15
15
50
Section 2 Reading and Writing Tasks
1
25
25
be equal to
Fifty two
135
120
As can be seen from the above table, the national volume has the following changes compared with the original Guangdong volume:
1. The presentation order of the topic has changed: "reading and understanding" first, and then "using language knowledge" (the original Cantonese volume is just the opposite). This change in presentation order divides the whole volume into "Volume I" (objective questions) and "Volume II" (subjective questions), which is conducive to the orderly arrangement of objective questions and subjective questions and the transition of candidates' thinking.
2. "Reading comprehension" section
(1) The reading volume and questions in the first section of the national volume are less than those in the original Guangdong volume.
(2) the second paragraph (five out of seven), that is, fill in the blanks in the short passage. It is required to select five best options from the seven options (all complete sentences) after the passage, mainly to examine the examinee's understanding and mastery of the overall content and structure of the article, as well as the logical significance of the context. This type of problem is a new problem for Guangdong students now.
3. "Language knowledge application" section
(1) The length of cloze is about 250 words, but it is set to 20 spaces, which is 5 more questions than the original Cantonese paper, which means that the density of spaces is increased and the questions are more difficult.
(2) The text filling in the second section is similar to the "grammar filling" in the original Cantonese volume. There are seven spaces in the space of 10. It is less difficult to fill them with the proper form of the words given in brackets.
4. "Writing" section
(1) The first section focuses on the ability of candidates to understand, analyze, monitor and evaluate written language. This is one of the two new problems in this change.
(2) The written expression in the second section requires candidates to write a short essay of about 100 words in English according to the given situation. Writing has changed from two in the past to one, and the number of words needed for writing is greatly reduced compared with the past.
Step 5: Answer time
Compared with other provinces that use this set of national examination papers on 20 16, Guangdong lacks the listening part (30 minutes, which takes 20 minutes), but the examination time in Guangdong is still 120 minutes, and the answering time is much more plentiful than in the past.
Second, suggestions on English teaching and preparation for senior three.
1. All the above changes are non-structural changes. Then, the courses, teaching materials and classroom teaching of the new college entrance examination questions do not need to be greatly changed, but only need to adapt to the changes in test sites and language skills brought about by the subtle changes in questions.
2. Pay more attention to two new problems and train more.
(1) Reading Comprehension Section II (five out of seven) requires candidates to grasp the relationship between the logical structure and content of the article as a whole, understand the relationship between sentences and paragraphs, have a strong awareness and proficiency in paragraph characteristics such as coherence and consistency, and have the ability to analyze and understand long sentences with grammatical knowledge.
This question requires students' discourse ability, which is completely different from the ability of information matching and the skills of doing it. It will be more difficult and the scoring rate may be lower. It is suggested that in reading teaching, the guidance of discourse analysis should be strengthened to help students summarize the structure and linguistic features of typical texts and skillfully distinguish the functions, positions and linguistic features of different sentences in paragraphs, such as topic sentences, turning sentences, extended sentences and summary sentences. At the same time, help students to be familiar with the means of content cohesion and logical coherence, such as reference and discourse markers.
(2) The essay correcting questions not only examines the application of basic grammar knowledge, but also examines students' language awareness. Although the chapters given are simple, they are difficult to identify, because the test sites are all lexical, syntactic and textual coherence errors that students often make in their writing. It is necessary to help students locate errors quickly and accurately by classifying common and frequently tested errors and giving a list of errors. Therefore, we must strengthen the basic knowledge of grammar, strengthen the study of grammatical functions and increase the training of language accuracy.
Teachers should make students understand the purpose of the exam, the types of mistakes and the methods of answering questions, and train students from the standard of answering questions. For example: ① Read the passage carefully to ensure that you have understood the theme, genre, tense, etc. Before you start to correct your mistakes. (2) Comprehensive use of knowledge, using the exclusion method to answer questions. Pay attention to the following principles: subject-predicate agreement, tense agreement, reference agreement, singular and plural agreement, logical agreement, etc.
Teachers and students can combine this type of question with grammar fill-in-the-blank, teaching and learning in parallel, echoing and promoting each other. Find out their problem-solving skills and strive to improve composition correction and grammar filling.
3. Cloze increases the density of spaces, and the difficulty will increase accordingly. The converted score is 33.75, which is higher. Therefore, cloze training should be strengthened.
4. Compared with the original Guangdong paper, grammar fill-in-the-blank focuses more on basic grammar ability and less on the ability to make logical judgments according to context. On the surface, it looks easy, but it requires a higher language foundation for students. When preparing for the exam, we should further consolidate our knowledge of morphology and syntax to ensure the scoring rate.
5. Written expression is a kind of semi-open writing. Although the requirements for the number of words are much lower than in the past, the requirements for stylistic language standardization, appropriateness and content conception ability are not low. When preparing for the exam, we should help students cover different styles and focus on breaking through practical and explanatory texts.
6. In terms of structural difficulty, the examination difficulty of the national volume is slightly lower than that of the original Guangdong volume. In this case, we should not only lay a solid foundation of language, but also do not give up the cultivation of students' advanced thinking ability. Some original topic training, such as generalization and basic writing (content integration and cohesion), is still an effective means to improve students' comprehensive language ability. In short, it is necessary to ensure that the English ability of Guangzhou students will not decline.
Please pay attention to the information of teaching and research activities in senior three and the public mailbox for specific preparation instructions.
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(Source: Guangzhou Education Research Institute)