Analysis on the quality of the final exam of the first volume of Chinese in senior two.

Quality analysis of the final exam of the first volume of Chinese in grade two 1 1. Overall analysis

1, student situation analysis

There are 72 reference students in our class, with an average score of 96.58 and an excellent rate of 92.67%. Generally speaking, students' academic performance is good. /kloc-4 out of 0/00; There are 62 people with 90-99 points; 80-89 points and 5 people; There are 0 people below 70 points. 1 person failed, with a passing rate of 98.7%.

Among these students, there are 30 excellent students, and there are fewer students at the middle and lower levels. Their main manifestations are poor acceptance, lack of initiative in learning, and sometimes the phenomenon of not finishing homework on time. This requires that in the next semester's education and teaching, we should teach students in accordance with their aptitude, pay close attention to students with learning difficulties, strengthen the transformation of students with learning difficulties, and strive to improve the overall performance.

2. Test paper analysis

The final test paper can grasp the content of the textbook, with moderate difficulty and little difficulty. Pay attention not only to the investigation of students' basic knowledge, but also to the cultivation of students' abilities in all aspects. The activity of test questions, embodied in the fifth, seventh, ninth and tenth questions, not only examines students' communicative competence, but also expands the content of the text, and further cultivates students' writing ability on the basis of understanding. Writing accounts for about 12% of the total score of the test paper. The fly in the ointment of this test paper is that there is almost no training in designing sentence patterns.

Question 1: Read Pinyin and write words. The score of this question 16 requires writing 8 new words, accounting for 59.7% of the total accuracy. It seems that students' mastery of basic knowledge is not very solid.

Question 2: Choose the correct pronunciation. The total score of this question is 6, accounting for 29.7% of the total score. There are many mistakes in the word "excited" and 32 students have not written it correctly. This word was not written as required this semester, and only some top students can finish it correctly.

Question 3: Look up the dictionary as required. The total score is 9 points. The students have a good grasp of the situation. 73.6% is absolutely right,

Question 4: I will use radicals to turn them into many new words. The students have mastered the new words well. Totally correct accounts for 9 1.7%.

Question 5: I will fill in the right words with a total score of 6 points. Students have a good grasp of the situation, but they lose points because they can't write a few words. 83.7% are completely correct.

Question 6: I will complete the four-word word, with a total score of 8 points. The main evaluation of students' mastery of four-character lattice is completely correct, accounting for 58.7%. The reason for the mistake is that the assessment is "the ruler is short and the inch is long." And the topic is "() good, () short." The careless child will fill it out backwards.

Question 7: I can write this sentence. Most students can complete this problem, 90.3% are completely correct, and few are completely correct. Some students cannot use their imagination to write sentences correctly. Especially two small problems, yes, too. Many students make mistakes.

Question 9: Read happily and answer questions. Read the text. In this section, find out the synonyms of the following words. The error rate reached 36%, which was not well completed. Maybe some students didn't read the article carefully at all, or they didn't know some words, so that they couldn't find similar words accurately from the article.

Question 1 1: I am a little writer. 80.6% of them are completely correct. There is a picture in this topic. Most students can write the picture clearly in fluent and complete language, and some students can make up a beautiful and interesting story according to the picture imagination. Punctuation is correct and clear. But there are also some problems; Some underachievers' sentences are short, so they can't describe the meaning completely and their writing is not standardized enough.

Second, the main reasons for the achievements

1, pay attention to word teaching and have a solid grasp of words.

2. Being able to connect with reality, every morning, five students with excellent academic performance and strong sense of responsibility are appointed as The monitor on duty for self-study to lead students to study with goals and tasks. Do dictation or practice by yourself in the afternoon. Good study habits of students have been formed.

3. Consolidate and deepen what you have learned by designing various types of exercises, so that students can apply what they have learned.

Third, the main problems:

1. Some students are dead in their learning methods, so they can't generalize what they have learned and use it flexibly.

2. Some students' imagination is not rich enough and their analytical judgment ability is poor.

3. Some students can't judge the question and don't understand its meaning.

4. Some problems are not well trained, and students make many mistakes. For example, I can connect the seventh question, some students are left behind, and some students are even wrong. Teachers usually think that this kind of questions are relatively simple and rarely designed, but they don't know that this will happen.

Reading problem is an obstacle for children in our class. They didn't look at the topic and didn't understand the meaning of the topic, so they lost more points, which affected the overall performance.

6. There are also many problems with writing topics, such as typos and incomplete writing.

Four, and comparison

The results of this class are basically good in this exam. I want to guide students to learn from the seriousness and practicality of Class 23 children, pay attention to poor students and make up for them.

Improvement measures of verb (abbreviation of verb);

1, pay attention to the cultivation of students' literacy ability and guide students to read in their favorite ways.

2. Continue to strengthen the teaching of listening, speaking, reading and writing, and take word training as the top priority in Chinese teaching. Especially for the cultivation of students' writing ability, we must carry out intensive training.

3. Strengthen reading and writing training to cultivate students' ability to examine questions and express language.

4, more contact with parents, close cooperation, do a good job in the study of middle and lower level students.

5. Strengthen the training of students' analytical judgment ability and implement it in all aspects of teaching.

6, check the unit, make up for the shortcomings in time, encourage and praise students to compete in their studies, and let different students get different development;

7. Pay close attention to underachievers, help them in various ways, pay more attention, ask more questions in class, care more after class, and try to change their homework. Make them further establish their confidence in learning, thus promoting the improvement of the teaching quality of the whole class.

8. Fully introduce multimedia teaching methods into the classroom to serve the teaching, improve the intuition and visualization of classroom teaching, and lay the foundation for improving the teaching quality.

9. Teachers constantly improve teaching methods to improve the effectiveness of the classroom. Contact with teachers of the same grade in other schools, find out the gap, put pressure on yourself, improve the shortcomings and work hard!

Analysis on the quality of the final exam of the first volume of Chinese in grade two II. examination paper analysis

In the first stage, literacy and writing are indispensable teaching focuses in Chinese teaching. The second grade final quality examination paper * * * nine questions. In addition to multiple-choice questions, 1 to 4 are all about students' mastery of words in literacy and writing, with a total score of 60 points. Five or six questions examine students' mastery and application of sentence patterns, with a score of *** 15. The seventh question "Reading Practice" examines students' reading analysis ability, accounting for 9 points. The eighth question "Look at the pictures and write words" examines the students' observation and writing level, with a score of 16. Judging from the test questions in the test paper, the test is closely focused on the key points of the teaching period, and in a big question, the test questions change frequently, which increases the difficulty. Compared with the previous final papers, the topics are more flexible and changeable. The original questions in the Developmental Evaluation Test Paper are obviously reduced, only the fifth and sixth questions, and the score is only 15. The heaviest score is the "lyrics" of the fourth question, with a score of ***33. There are various topics, such as "changing radical groups", "reducing radical groups" and "increasing radical groups" Write three words, add four words, fill in antonyms, quantifiers and conjunctions with this radical. A big question covers almost all the literacy methods. Rich in content, covering a wide range, testing students' ability. Including the ability to examine questions, the ability to observe and answer questions carefully. I have to say that the designer is precise, clever and well-intentioned.

Second, the examination situation analysis

This semester, there are 428 reference students in the second grade Chinese final exam, with a total score of 40775.5, with an average score of 95.26 in all grades. The highest average score is 97, and the lowest average score is 93.64, with a difference of 3.36 points. The pass rate of the whole grade is 100%, and the high score rate of five classes is above 90%. There are 30 people whose scores are below 90, accounting for 7% of the total reference number.

Through the analysis of the error rate of eight questions, the third question "Fill in words and make sentences", the fifth question "Make up poems" and the sixth question "Write sentences as required" are well completed, and the error rate is within 5%. Secondly, the first question "Look at Pinyin and Write Words" and the second question "Choose Correct Pronunciation" were completed well, and the error rate was less than 10%. The seventh question "Reading Practice" lost 395 points, and the error rate was 19.3%. The eighth question "Writing with pictures" lost 383 points, and the error rate was 18.7%. The fourth question * * * lost 777.5 points in the whole grade, accounting for 38% of the total loss points, which is the hardest hit area of this paper. Two small problems in the topic "Changing Radical Groups" immediately became "Reducing Radical Groups", but some students didn't see it clearly. Because of their habitual thinking, they made a "radical change group", which caused serious loss of points. A few students regard "two points of water" as "three points of water", and the last two words of "unity is strength" are filled backwards. The word "pride" is not in the right order and strokes. There are also some phenomena in this question, such as dropping strokes, writing typos and not understanding the meaning of the question. I was surprised to find that the error rate of the elastic questions that teachers think are the easiest to lose points: "reading practice" and "writing with pictures" add up to just the same as the error rate of the fourth question "filling in words", which surprised me. "Flexibility" seems to be behind "diversity". Due to the constant change of topics and thinking, students are at a loss, unable to meditate and calmly fight, which leads to repeated mistakes. The situation of this exam has aroused my concern and deep thought.

Third, improvement measures.

(A), the problem training should strengthen the dynamics of change.

After passing this exam, I feel gratified that the students have a solid grasp of basic knowledge and are completely comfortable with hot issues. Even "reading practice" and "writing with pictures" have been completed very well, which has made obvious progress than before. After two years of study and practice, students have gradually accumulated from children who are afraid of pinyin and grown into small experts who can draw pictures and write. At the same time, I found problems. The increase in the number of questions and the constant change in the types of questions have become the difficulties of this exam. This shows that the mastery of knowledge is not flexible. In the usual training, a topic has not changed much, and students start to write, lacking observation. The flexibility of questions makes a few students flustered and makes more mistakes. We should strengthen the training of topic change in the future.

(2) Use various methods to consolidate the literacy effect.

20 1 1 The newly revised Chinese curriculum standard points out that it is necessary to standardize writing, read and write in class, emphasize writing posture and habits, and pay attention to the effect of writing. It is required to arrange 10 minutes of writing practice in Chinese class every day. In the third grade, because students have mastered all the strokes and most of the radicals, the focus of writing exercises should be shifted to the combination and collocation of various components, learning the combination rules of returning, returning, avoiding and inserting, and focusing on guiding the writing of several structural types such as up and down, left and right, up and down, left and right, half circumference, full circumference and zigzag. We should use a variety of literacy teaching methods and intuitive teaching means to create colorful teaching situations and improve the efficiency of literacy teaching. Only in this way can we master the words we have learned more firmly, and we can respond to changes with constancy.

(3) Attach great importance to the transition from low-level teaching to intermediate teaching, and advocate the combination of reading and writing.

Facing the transition from low-level teaching to intermediate teaching, our whole teacher group should attach great importance to reading teaching and guide students' writing. It is necessary to guide students to read after class, especially excellent traditional poems and classics, expand their knowledge and enhance their knowledge reserves. The second is to cultivate students' observation, stimulate their interest in writing, and practice writing by imitating more. Pay attention to cultivating students' observation ability, thinking ability, expression ability and creativity. Ask students to tell the truth, truth and truth, and let students "read and write together" and "read and write together".

Analysis on the quality of the final exam of the first volume of Chinese in grade two: the characteristics of three questions

There are ten major questions in this Chinese test paper. The whole paper basically embodies the principles of paying attention to foundation, highlighting ability, respecting individuality, encouraging innovation and connecting with life, assessing students' basic skills of comprehensive application of knowledge, and paying attention to testing students' Chinese literacy. The test paper is moderately difficult.

1. Pay attention to the cultivation of basic knowledge and ability.

The test questions are mainly propositioned from words, sentences, paragraphs and other aspects, while the basic skills are examined from the aspects of word understanding and article content filling in the blanks. No matter the breadth or depth, the key points of basic knowledge and basic skills are well covered, so students' Chinese ability can be objectively and accurately tested.

2. Reading focuses on attitude and emotion.

Chinese is a very ideological basic course, which requires students to express their gains through their understanding and feelings of language materials, so that children can feel that Chinese is everywhere and so cute in the process of answering questions.

3. Write down words to regenerate activities

Chinese comes from life, and Chinese learning ultimately serves life. This writing material is close to students' life. Based on multiple scenes of students' game activities, I write what games I like and how to play them.

Answer sheet analysis

Basic knowledge mainly examines the understanding and application of words, and specifically examines students' mastery of Chinese knowledge. Pronunciation and words to be examined in the test paper are all necessary for students in this textbook, and it should be easy. Judging from the scores, students have a good command of pronunciation and words. The main reasons why individual students lose points are: First, they are careless in answering questions; Second, the pronunciation and words are not well mastered, and there are mistakes in judgment when answering questions.

This kind of topic mainly loses points on the following two issues:

I will match the fourth question.

If a word is a good answer for students, but this question appears to be recited (), sung (), happy () and earnest () for students to match three times respectively, then it will not be flexible for second-year students to match.

Question 7: I can write sentences.

There is a first sentence: the mountain is very high, so high. When students write this sentence, the sentence is not specific enough because of lack of life experience.

Question 8 (Fill in the blanks according to the content of the text), the main reason is that some students usually have a bad attitude towards learning, the teacher's guidance in this respect is not enough, and the students' endorsement is sloppy, which leads to more typos and more pinyin instead of words, so they lose points.

In the writing part, judging from the marking situation, there are the following good aspects: first, the words are accurate and the sentences are beautiful and smooth; Second, the center is clear and the structure is relatively complete. There are also the following shortcomings: first, the language accumulation is not much, the language expression is incomplete, and the ability to choose words and make sentences is lacking; Second, there is a lack of writing skills, some are unclear and the language is upside down; Third, improper use of punctuation marks; Fourth, the writing is not standardized, the handwriting is scrawled and there are many typos. Some students can't grasp the meaning and highlight the center.

Reflection and suggestion

In view of some students' poor mastery of basic knowledge, individual students' poor reading ability, and very few students' incorrect attitude towards doing problems, the following measures should be taken in future teaching activities:

1. Continue to cultivate students' good study habits, such as writing carefully, finishing homework on time, reading and writing more, speaking more and practicing more. Master students' basic knowledge of Chinese, strengthen the training of words, phrases and sentences, so that students can master it firmly, and often test students' knowledge in stages in peacetime teaching. Keep abreast of students' learning situation.

2. Do a good job in classroom teaching and implement students' classroom learning. The text required to be recited in the text must be strictly passed, and every student must be able to recite and write.

3. Do more reading exercises to improve students' reading ability. Practice writing more, let students accumulate language and lay a solid foundation for practice.

4. Cultivate students' comprehensive Chinese ability, guide and educate students to form a good habit of reading extracurricular books, and enrich extracurricular reading. Chinese learning lies in accumulation, which requires students to accumulate famous sayings, proverbs, idioms and ancient poems to lay a solid foundation for Chinese learning.

5. Pay attention to the training of students' ability to examine questions. First, guide students to see the requirements of the questions clearly, dictation before writing, and try to write the language fluently.

Analysis on the quality of the final exam of the first volume of the second grade Chinese;

"The purpose of Chinese curriculum evaluation is not only to examine the degree to which students have achieved the curriculum objectives, but also to test and improve students' Chinese learning and teachers' teaching, improve curriculum design and teaching process, thus effectively promoting students' development. "Judging from this requirement put forward by the curriculum standards, this Chinese final quality test can closely follow the teaching materials, pay attention to students' mastery of teaching materials, pay attention to the examination of basic knowledge, pay attention to students' understanding and application ability of knowledge, and pay attention to the growth of students' minds. Emphasizing the accumulation and application of reading in students' independent inquiry better embodies the concept of modern education. It is conducive to the cultivation of students' comprehensive Chinese ability and points out the direction for future Chinese teaching. The arrangement of question structure and the distribution of score ratio also tend to be reasonable. In addition to mastering basic knowledge and cultivating basic ability, it also pays attention to the investigation of students' flexible use of knowledge, comprehensive quality and innovative ability, which has a certain gradient. Generally speaking, there are fewer questions, and the scores of serious children will be relatively higher.

Second, the overall situation of students:

There were 92 students in this grade, 92 actually took the exam, and 77 got excellent results. The average score is 94, and the excellent rate is 83.7%. There are 23 students in my class, with an average score of 95.7 and an excellent rate of 95.7%.

100: 1 person;

99.5-95: 14 persons;

94.5-90: 7 people;

89.5 -80: 1 person.

Third, the analysis of students' answers:

Judging from the situation of answering questions, the vast majority of students have a solid and systematic grasp of knowledge and can use what they have learned to solve practical problems. However, some students are too shy and careless and lose more points in learning. The following questions are analyzed from the students' scores:

Part I: Basic Paradise

(1) Read the pinyin thinking words, and then write the corresponding Tian Zige Chinese characters as required.

This test is a routine test of words in the vocabulary that can be written into textbooks, and it is the most basic word knowledge that students should know. This question not only tests students' knowledge and ignorance, but also tests students' ability to examine questions and classify plants, animals and sports. Judging from the situation of students' answering questions, students' overall writing is relatively standardized, with a high score rate and more full marks, but some students lose more points because they don't understand the requirements of the topic, so that they are arrogant.

(2) Fill in the blanks as required.

This question is to test students' mastery of dictionary search, which requires not only students' phonetic order and radical search methods, but also the order of Chinese characters. In the past two years' practice, most students have been able to master two ways to look up dictionaries, but some students still lose points because of their irregular writing and careless strokes.

(3) Write the words as they look.

This is a word training problem, which requires students to master the forms of () aa`, AB——ABC and AB-BA. Usually this kind of practice is more frequent, students answer better and rarely lose points.

(4) Read the sentences, choose the correct ones and mark them with "√".

This is a comprehensive test to test students' understanding and mastery of polyphonic characters, variant characters, punctuation marks and synonyms. Most of the problems lie in comparing whether the meanings of "as if" and "as if" are the same. A few students made mistakes on this issue. In fact, I have repeatedly emphasized in the lesson "Beijing is bright", compared the meaning of "like, like, like, like", and practiced reading sentences by changing words, but there are still mistakes. The reason, I think, is that most of the usual exercises are "like, as if", while the meanings of words such as "like, as if" seem to have been understood seem to be mastered, but in fact they are still vague. It is necessary to do more different classification exercises.

(5) Read, even for a while.

This question is to examine students' proficiency in reciting ancient poems and proverbs. The content is to fill in the blanks by dictation around the recitation items set in the textbook to test whether the students' reading meets the requirements. The students' answers are all very good.

Complete the following sentences.

This question examines students' mastery of sentence patterns. It also provides students with time and space to fly their thoughts, gallop their thinking and publicize their individuality, and better respects students' individuality and autonomy as the main body of learning. Because students' personalities are well respected, students' answers also have distinct characteristics. Their answers are diverse and open, full of childlike innocence and childlike interest, showing their personalities and generating vitality. Most students have been able to express themselves correctly, and some students have lost points because of writing.

Part II: Reading space

This topic is selected from an interesting essay extended after class. The topic aims to examine students' reading comprehension and thinking judgment. Because the topic is easy to understand, the students did well in this answer, and applied their understanding to the answer, with a high correct rate. Students lose points, basically because they count the wrong paragraphs carelessly.

Part III: The world of words.

Ask the students to introduce their favorite extra-curricular books, and tell the title and the reasons why they like them. This topic pays attention to children's after-school life, which is closely related to students' life, easily affects students' hearts and is conducive to cultivating students' good habits of caring about life, observing life and understanding life. Most students successfully completed it. However, very few students are still off topic.

Fourth, the existing problems:

1. Overall, most students' papers are written in a standard and neat way. However, writing still needs perseverance, so that every child can practice beautiful handwriting.

2. Some students' imagination is not rich enough and their analytical judgment ability is poor.

3. Students can't judge the question and don't understand the meaning of the question.

4. Some problems are not well trained, and students make many mistakes.

5. Teachers are not strict with students, especially the students with learning difficulties are not completely transformed, which affects the overall performance.

Verb (abbreviation of verb) reflection and improvement measures;

1. We should learn and develop the new curriculum theory, strengthen the key and difficult points of classroom teaching, teach students learning methods and master learning ability. Strengthen "method is more important than knowledge" and "Chinese teaching should take the road of emphasizing comprehensive perception" Continue to master basic knowledge and lay a solid foundation for students to accumulate and use language flexibly.

2. Chinese teaching should pay attention to the training of basic skills, lay a solid foundation for students, and at the same time pay attention to going out of the classroom and closely linking colorful life with the classroom. Set up a big view of Chinese, base on in-class and extend out-of-class, so that students can enrich and accumulate language.

3. Explore "openness" and cultivate innovative spirit. Guide students to observe life and broaden the space of students' thinking and imagination.

4. Cultivate students' good inspection habits and writing habits. We should give priority to standardizing the writing of Chinese characters and pay attention to students' writing.

5. Strengthen the transformation of students with learning difficulties.

Modern educational concept holds that students' learning any knowledge is a process of self-construction. Each student has different learning starting point, different interests and different thinking characteristics, so the answer to the same question may be different and the answer is not unique. In this test, many questions are open and flexible, and the answers are diverse, which provides students with a space to show their personality and better respects students' personality and autonomy as learning subjects.

Through the analysis of this paper, I think what is most worthy of our deep thinking is that in the future teaching process, we must pay more attention to the development of students with learning difficulties, do not discriminate against or exclude them, give them care and help, and let students feel warm and friendly. Let's work together to achieve the goal of "No one is left behind"!