I. Examination Paper Analysis:
This proposition takes the "Language Curriculum Standards" as the guideline, pays attention to the examination of the basic knowledge and basic skills of the discipline, pays attention to the penetration of the humanistic spirit and the concept of new curriculum reform, emphasizes the personalized and creative requirements of language learning, and better reflects the spirit of the Ministry of Education that "the language examination should focus on examining students' reading ability and expression ability".
The exam has a maximum score of 150 points and the exam time is 120 minutes.
The test paper adheres to the principle of "highlighting ability, paying attention to application, and connecting with life", and adheres to the structure of "one volume and three blocks": "accumulation and application", "reading and appreciation" and "application and writing". Among them, 18 points are for basic knowledge accumulation and application, 72 points for reading and appreciation, and 60 points for application and composition. The test paper has a total of 25 questions, which are difficult and different to examine the ability of five levels, such as recognition, understanding, analysis and synthesis, expression and application, and appreciation and perception.
(1) Accumulation and application section: mainly examine the character phonetic glyph, idiom use, language expression, grasp of the main content of the news, couplet characteristics and other 6 sub-questions, the outstanding feature of this set of examination papers is to increase the examination of students' reading ability, these 6 sub-questions are in the form of multiple choice questions in the reading of short texts, both to test the student's reading speed, but also to test the student's reading comprehension ability. It is not only in line with the content of the textbook but also in line with the cognitive level of the eighth grade students, which not only tests the accumulation in the classroom, but also the extracurricular ability.
(2) Reading and Appreciation Section: Mainly examines modern short text reading, literary and linguistic reading, ancient poetry reading, ancient poetry famous sentence silent writing, famous books reading, modern literature text reading, modern non-literary text reading. The short essay reading closely follows the textbook to test the knowledge point that the language should be coherent. Wen Yanwen Reading examines the comparative reading of the two articles "Night Tour of Ji Chengtian Temple" and "Book of Zhu Yuansi", and its knowledge points involve the interpretation of key words, the analysis of the meaning and usage of multiple meanings of words, the translation of key sentences, the understanding of famous sentences, and also expands to the understanding and recitation of the article "Three Gorges". Reading ancient poems, Du Mu's "Chibi" was examined, and its title types were first, depicting the picture of the poems, and second, appreciating the famous sentences from the perspective of expression techniques, and examining the students' poetry appreciation ability from multiple angles. The silent writing of ancient poems and famous sentences is no longer for the purpose of writing sentences in the previous sentence, but the second is through the accumulation of ordinary reading, comprehension silent writing, and the question type is more flexible. Compared with the past, the coverage of the famous book reading examination is more extensive, not only examining the "Insect Record", but also examining the "Red Star Shines on China", the question type is a multiple choice question, a question and answer question, the examination content is not limited to literary common sense, the second is to pay attention to the familiar understanding of the content of the famous book, from the examination question type to emphasize the importance of reading. The reading of literary texts examines a narrative reading, which is about Yuan Longping's "Rice Ripe, Mother I Miss You", its selection uses the stories of the heroes of the times to impress the candidates, the sincere mother-child feelings in the article are easy to infect the reader, and its examination point examines the wonderfulness of the second-person expression of the selected text, the grasp of the character image, the meaning of the word "seed" in different language environments, the author's thoughts and feelings, and the ability to test the students' understanding, refinement, perception, application and other levels. Non-literary text reading with a "why do we want to sleep" to test the students' reading ability on the expository text, expository reading is also closely related to the style of the eighth grade language textbook, not only involves the refinement of text information, but also examines the analysis of the explanatory method and its role, and also requires students to combine the selection of texts and links to write a few sentences to test the student's language expression ability. In short, the examination of the reading and appreciation part, whether it is reading materials or question types, requires more and more students to examine their reading ability, which not only examines the students' reading speed, but also examines the students' ability to understand the sentences, analyze and synthesize, screen and integrate information, merge and summarize, and the emotional attitude and values of the articles.
(3) Application and writing section: First, the application of the text on the invitation letter writing, requiring about 100 words, coherent language, appropriate expression, this examination point closely follows the textbook, while in line with the reality of life, because the application of writing in the work and study is a very important way of communication. The second is big essay writing, combined with their own life experience, write a half-proposition essay "This winter is very _____", about 600 words. The half-proposition essay gives students appropriate restrictions, which not only tests the students' ability to review the questions, it is not easy to deviate from the topic, but also gives the students a lot of freedom to play.
II. Analysis of Achievements:
There are 23 participating schools for this exam, with a total of 4928 students taking the exam. The average score of the subject: 89.9 points, the highest score is 130.5 points, and the lowest score is 0 points. Class A (1 person with a scoring rate of 85% or more, proportion of 0.02%), class B (978 people between 70% and 85% of the score rate, the proportion is 19.85%), C (between 1828 people and 37.09% between 60% and 70%), D and other (2121 people below 60%, the proportion is 43.04%). The vast majority of students score between 64 and 117 (the number of high and low scores is removed, representing the concentration of the vast majority of students' scores), which shows that the number of A and D is too large. The number of students in this examination who are higher than the average score of the subject is larger, the density of the number of students in the corresponding high segment is larger, and the score of the low-segment students pulls the average score of the whole subject of the joint examination more significantly.
In this exam, the total score is divided into one, two and three grades, which are set to 705 points, 606 points and 489 points respectively. Through scientific decomposition, the score lines of the first, second and third grades of the language discipline are 104.04 points, 98.86 points and 89.6 points respectively. The cumulative number of students in the first grade of the joint examination is 1030, the cumulative on-line rate is 20.90%, the cumulative number of students in the second grade is 1729, the cumulative on-line rate is 30.04%, and the cumulative number of students in the third grade is 2807, with a cumulative on-line rate of 56.96%.
The schools with a large cumulative number of students in the first class are: (Omitted)
The schools with the largest number of students in the second grade are: (Omitted)
The schools with the largest number of students in the three grades are: (Omitted)
Analysis of the number of critical students in each school: Critical students are a group of students who are above and below the score line of discipline classification, pay attention to their subject performance, help them in a targeted manner, and have a purposeful approach to improving the online rate of schools. The performance of this group varies from subject to subject, and in the case of this subject, the average score is either higher than the subject score line or lower than the subject score line. It is necessary to pay attention to the large difference between the score line and the subject file line, and the larger the value, the more it reflects that the discipline is the problem that the critical students of the school need to improve more. The first gear line sets the critical score of 10 points, the second gear line sets the critical score of 10 points, and the third gear sets the critical score of 10 points.
One of the underperforming schools is: (Omitted)
The second underperforming schools are: (Omitted)
The three underperforming schools are: (Omitted)
Among the students with the total score line, it is possible that the score of the subject does not reach the corresponding grade of the subject score line. This clearly indicates that the subject is the weak subject of the student. The large number of such students is likely to be an important factor affecting the overall score of students, and it is worth in-depth analysis of the reasons.
The schools that need attention in one file are: ** Middle School (there are 37 people with a total score on the first line and the language subject is not online), *** High School (there are 24 people with a total score on the first line and the language subject is not online), **** School (there are 16 people with a total score on the first line and the language subject is not online).
The schools that need attention in the second grade are: ** Middle school (there are 95 people on the second grade total score line and 49 of them are not online), ** School (94 people are on the second grade total score line and 36 of them are not online), ** Middle school (there are 93 people on the second grade total score line and 33 of them are not online).
The schools that need attention in the three grades are: ** Middle School (there are 105 people on the three total score lines and 52 of them are not online), ** Middle Schools (109 people are on the three total score lines and 48 of them are not online), ** Middle Schools (there are 82 people on the three total score lines and 33 of them are not online).
In terms of average scores, the schools in the county that are higher than the average score (89.9 points) are: ** Middle School (average 99.84 points), *** High School (95.44 points), ** Middle School (91.65 points), ** Middle School (90.18 points), ** Primary School (89.92 points), ** Primary School (91.47 points), *** School (101.06 points), in addition, 16 schools have not reached the average score of the joint examination, therefore, the teaching of Chinese subjects in each school needs to be improved.
Third, the cause analysis
(1) Reading
1. Students do not read enough. For example, the 5th sub-question, students do not understand the scientific and technological term "space station", such as the 16th question (1) famous book reading question, most students do not seriously read the famous book, only stay in the textbook a little introduction, design to the specific content of the plot, of course, there is no point. Including the 1st and 2nd small inscriptions, some students do not know the words outside the class because of insufficient reading, of course, only lost points.
2. Reading depth and methods are not in place. Many students only read blindly, do not calm down to think, do not develop the habit of drawing dots and making annotations, do not form good reading habits, do not feel the author's delicate emotions in the text, cannot form emotional resonance with the author, do not understand the author's writing intentions, and do not have language reading acumen. For example, 19 questions to test the understanding of two braised "seeds" and 20 questions to examine the emotional questions contained in the title, you must carefully study the article to find the answer, many students' test papers, read the article clean, write two sentences when answering the questions, how can you get a high score?
3. Students do not have enough depth of understanding. (1) Insufficient understanding of the article. For example, 15 questions to understand silent writing, the previous years are memorized, fill in the upper and lower sentences, teachers if they do not study the examination papers of the past two years, they will ignore the students' understanding of the verses, increase the difficulty of silent writing, coupled with writing typos, even if they can recite can not score, resulting in low scores for students; (2) insufficient understanding of the stem, that is, do not read the questions carefully. Many students, when they look at the questions, he does not recall how the teacher explains the answering skills and stem requirements of this kind of question, but takes it for granted that he scribbles, and feels good about himself, and when the teacher comments, he regrets it vigorously, and the same mistake is repeated. The same is 20 questions, requiring "combined with the full text, brief analysis" Some students, dry a few words are over.
4. The teacher does not break through enough of the difficult points. For example, 12 sub-questions of the understanding of "what night and no moon, where there is no bamboo cypress", 14 poem appreciation questions, students may not understand the difference between terms such as "expressive techniques", "rhetorical techniques", "expression methods", "writing techniques" and so on, not to mention the understanding of "combination of virtual and real" and "seeing the big in the small". Another example is the 10th sub-question, which examines the polysemy of the word "color" and the teacher's use of two "color" words and two "and" characters, and the 22 questions examine the judgment and role of the explanation method. For example, the method of illustration is to use figurative rhetoric in the sentence, but the teacher may ignore the metaphor in the metaphor when he talks about the explanatory method. Teachers may also ignore how to answer the role of the method, because in previous years, such articles only tested objective questions. The role of personal names in the narrative texts examined in the 17 questions will also be overlooked.
(2) Composition
This big essay adopts the form of half proposition, considering from the actual situation of students, with strong pertinence and stronger breath of life. Students are relatively "have something to say", reflecting that "in the teaching of writing, attention should be paid to cultivating the ability to observe, think, express and evaluate." "Writing teaching should be close to the actual situation of students, so that students are easy to write, willing to express, should guide students to pay attention to reality, love life, observe life, and express true feelings." According to normal circumstances, there should be more good works, but the score of this test essay is not high, the main reasons are: scrawled writing, insufficient word count, empty content, chaotic structure, plagiarism and set, specifically as follows:
1. The problem of writing is still a difficult problem. Although the students in this test can use the 0.5mm signature pen according to the regulations, almost no one uses the correction liquid, and few people use adhesive paper to repeatedly "tear" the examination paper to correct the mistake, and the roll surface has been significantly improved compared with the past. However, there are still a large number of scribbled, casual, graffiti and other compositions.
2. Insufficient word count is a common phenomenon, most students feel that they are making up the word count, a considerable number of students are making up, tampering with the title, and some students have not even written the title.
3. The content of the selection of materials is too simplistic. (1) The selection of materials is relatively old, and there is no more novel thing. (2) The method of narrating things and portraying characters is simple, things have no integrity, there is no specific description of the narrative, it is impossible to show the inner feelings of the characters, and it is impossible to highlight the character characteristics of the characters. (3) Individual students simply narrate, moan without illness, resulting in thin and weak character images, and the content is too simplified to infect readers.
4. The language expression is too superficial. Looking at the composition of the students in this test, it is almost impossible to find that the students can properly use the words they have learned, or sentence patterns, which obviously have a profound impact on people caused by commonly used words, and also expose the teacher's emphasis on word teaching that needs to be improved. Of course, we are not unaware that the low level of language expression of rural students due to the influence of various reading environments is quite serious.
5. The structural level needs to be trained. Some students pay too much attention to form, and some students use "prose style" writing, although the structure is obvious, but the content is empty. Simply repeat the words "once" and "once again" to indicate their structural level, while ignoring the process of indicating their own psychological or emotional changes, or combining articles with the process of development and change of things. The articulation between each part is too abrupt, the lack of natural transition speech, resulting in the relationship between the paragraphs is too "blunt", and some students have not finished writing, resulting in incomplete structure.
4. Recommendations and measures
(1) Adhere to the principle that "basic training cannot be shaken." Whether it is writing, or memorizing and silent recitation, or reading a lot, or oral expression, or the introduction and accumulation of famous works, etc., it is the basis of language learning. This is crucial both to increase the accumulation of language bases, to improve reading skills, or to optimize students' compositions.
(2) Pay attention to accumulation and pay attention to practicing penmanship. Such as diaries and essays, excerpts and accumulation of habits, which is a good habit for students to learn chinese. In the process of reviewing diaries or essays, teachers can not only guide students' writing in a timely manner, but also pay attention to students' growth. In the process of excerpting, it should be properly guided and evaluated, and the new problems that continue to arise among students should be dealt with in a timely manner, so that such excerpts may affect composition writing. Never let anything that is proposed become an empty phrase or a mere formality. It's worth noting persistence! persist! persist!
(3) Insist that "reading and writing are inseparable." In the process of teaching reading, students should be given more writing guidance. In particular, from the text to guide and summarize the author's writing angle, writing ideas, the intention of writing materials, rich in personalized language expression characteristics, etc., should become the focus of the summary, and can be timely classroom special training to improve the ability and level of "use". In the teaching of composition, students should also be taught to link the use of writing methods with the analysis of other people's works.
(4) Carry out a large number of language discipline activities. For example, calligraphy, recitation, speech, composition competitions, give students a sense of achievement in learning, improve students' interest in learning, actively cultivate students' language learning ability, constantly guide students to establish a big language concept, be good at summarizing their own experience in life, be good at summarizing and sorting out their emotions, and discover the beauty and ugliness, love and hatred in life in a large number of language activities, and truly become a "reader"!
(5) Do a good job in collective lesson preparation, which is very important. Actively carry out teaching and research activities within the group, and conscientiously prepare lessons, including preparing teaching materials, preparing teaching methods and learning methods, preparing students, preparing exercises and commentaries, and preparing extracurricular tutoring. When preparing lessons, each teacher should have a team spirit, express their own opinions, and make suggestions for each lesson. Only with careful preparation can students gain something in every lesson. Unity is strength! Writing will win!
Attached Examination Papers:
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