How to give a good lecture on Chinese examination papers?

There must be a paper review when there is an exam, but the quality of the papers reviewed is not optimistic. For example, the papers graded today will be tested tomorrow, and many students still do quite badly in the exam. Because under the influence of traditional educational concepts, subject testing often focuses on the examination of students' knowledge memory level, so the evaluation of test papers focuses on the mastery of knowledge points, while ignoring the main role of students in the evaluation class and the cultivation of students' thinking. Such lectures and evaluations often have little effect. Students either forget the problems they have done long ago, or they know but don't know why. Look at the marking class again, it is lifeless, and the marking method is simple and rigid. Generally speaking, students are given a reference answer or standard answer to solve problems, so that they can passively accept it, and they are rarely given the opportunity to state their views. In this way, it takes time and effort to comment on two or three paragraphs of a test paper, but it can't achieve the expected effect, which is really a headache. Now the "basic principles of evaluation" in the new curriculum standard has increased from one dimension of "knowledge and ability" to three dimensions, and the function of evaluation has increased from the original emphasis on detection, screening and selection to feedback, encouragement and development. Since the evaluation principle has changed, the method of evaluating test papers must also be changed, otherwise it will not meet the needs of curriculum reform. Therefore, in my opinion, if we pay attention to improving methods, comprehensively use various teaching methods and make targeted comments in Chinese test paper teaching, we can continuously improve the quality of comments, so that students can gain something from practice under the guidance of teachers and improve their self-evaluation and self-study ability. Then, it will play a great role in cultivating students' good thinking habits and improving their thinking ability. As the organizer and guide of learning activities, it will no longer be a problem if teachers can fully arouse students' enthusiasm for knowledge and let them master the law of solving problems in cooperative learning and gain the joy of success. First of all, prepare the test paper before speaking. Before marking papers, students should be guided to do a good job in analyzing test papers in advance. Prepare for the purpose of commenting. First of all, as soon as the exam is over and the papers are collected, write the reference answers on the blackboard. When students are most eager for knowledge, let them find out the problems exposed in the test paper by themselves according to the answers, and immediately reflect on them, so that they can think about and examine their own problems at this learning stage at the first time and initially think about ways to solve them. For example, almost all students are afraid of using that question in idioms. It can be said that it is always tried, and many teachers have tried in vain. Before the lecture, let the students know the meaning, usage and scope of use of idioms by looking them up in the dictionary. Compared with the previous mistakes in making idioms of the same type, it is clear whether they have not grasped the meaning, scope of use, collocation object or emotional color of idioms. Is it because of lack of knowledge that needs to be accumulated, or is it sloppy? You must be careful in the future. It is specious ... The knowledge summarized by students themselves may be more effective than what the teacher said several times. The key is how the teacher makes the students do it. Of course, the teacher must first do a good job of counting the test papers before class. Mainly includes the statistics of the distribution of knowledge points; Examine the statistics of topic type, quantity and proportion; The test results include the statistics of the highest score, the lowest score, the average score and the score rate of each question; Statistics on the types and quantities of students' mistakes. Know exactly what kind of help students need. In addition, the names of students with typical mistakes or advantages should be recorded to facilitate two-way and multi-directional communication in class. In this way, when commenting, we can know exactly what to say, what to talk less about and what to focus on. By analyzing the causes of errors, teachers can understand and analyze the defects of students' knowledge and ability and the problems existing in their own teaching, so as to take timely measures to solve these defects and problems in the evaluation. Before marking the examination paper, you should also write a detailed case of marking the class, so as not to dispose of the examination questions at will and fail to achieve the expected results. 1. Highlight key points, difficulties and typical cases. Usually, every test paper has some difficulty. A considerable part of each test paper belongs to basic questions, and most students have mastered it. Generally, this kind of exercise does not need to be discussed. When commenting, most students can leave out their questions and allow individual students to ask questions after class. For exercises with high error rate, several wrong answers can be presented for students to analyze and discuss and deepen their impressions. The questions chosen by the teacher should be typical. What are the typical problems? One is the key and difficult knowledge involved in the question, and the other is the hot issue of college entrance examination and society. For these aspects, the teacher should make clear the test sites of the test questions, which one is the "explanation" and what are the requirements according to the "test instructions". 2. Explain the laws and methods of solving problems. For example, there are two common methods to do grammar problems: grammatical structure analysis and logical analysis. Grammatical structure analysis is mainly to find out the defects such as improper collocation, incomplete components, redundancy, improper word order and chaotic structure. Pull out the trunk to see if it matches, and then sort out the additional components to see if its modification, restriction and supplement are reasonable and whether it matches its heart; Whether the backbone and additional components are incomplete or redundant; Whether the order of components and other language units conforms to the rules of grammatical structure; As far as the whole sentence is concerned, it depends on whether its structural level is clear, and whether the primary and secondary, light and heavy, causal arrangement is reasonable. Remind students to pay special attention: if there is a joint phrase as a sentence component in the test questions, first of all, it depends on whether each content in the joint phrase matches its related components before and after. If the predicate center of a sentence is "yes" or "for", or the object is acted by a verb, it depends first on whether the subject and object are collocated; If a sentence contains multiple attributives and adverbials, first of all, it depends on whether the order of the partial sentence and the affirmative sentence is reasonable. For another example, the common method of drafting interference items in scientific and technological discourse is to exaggerate the scope, create complexity out of thin air, talk about the east and talk about the west and steal the concept, which is contrary to feelings. It is nonsense before it happens, or it is inevitable in nature ... Knowing the method of drafting interference items by the proposer, we can summarize it in a targeted way and then use it to guide students to solve problems. 3. Expand and extend the test questions. Extended evaluation is to further "dig" the test questions after commenting on the original test questions. In the evaluation, we should advocate multiple solutions to one problem and analyze the problem from multiple angles to inspire students to summarize the skills and methods of solving problems. In the eyes of many people, the answers to Chinese test questions are relatively rigid, but they are not. As a humanities subject, Chinese can best reflect the characteristics of "different people have different opinions, and the wise have different opinions". For example, composition is a very important question in Chinese examination, which plays a great role in cultivating students' thinking and creativity. But many teachers always analyze the meaning of the topic in the comments. After reading two so-called model essays, I did things hastily and rarely trained from the perspective of thinking, which made students gain little after class. If we guide students to examine questions from multiple angles and strengthen the training of writing thinking, then we will certainly gain a lot. For example, in 2007, the topic of composition was "Transmission". Many students regarded the problem as simple or even absolute when writing, so there were some problems in writing, such as low conception and profound discussion. You can't talk about the matter, you can only point out its problems. We should discuss with them, guide students to analyze problems from multiple angles, and cultivate students' thinking ability to solve problems in one subject. From the content of "biography", it can be a concrete object, an abstract thought, spirit and feelings, or a skill, martial arts and experience between concrete and abstract. Judging from the number of "transmission", it can be transmitted once or n times; From the relationship of "transmission", we can write transmission and reception, write transmission without reception, and write reception without transmission; Judging from the reasons of "biography", you can write subjective biography or objective biography; From the direction of "transmission", it can be from top to bottom, from front to back, from left to right, and so on. From the topic, you can write why you want to "pass" (including the benefits, purposes and reasons of "passing"), how you "pass", who has passed, or what. When students summarize innovative ideas, they must be given time to get up and explain the thinking process to the whole class, so that they can only get high marks if they open their eyes, use their brains and write innovative articles. Facts have proved that such comments can deepen students' understanding of the law of solving problems, develop their intelligence and activate their thinking. In short, don't cover everything from beginning to end, be selective and focused. Otherwise, it will not only waste students' precious time, but also have poor results. 1. Discuss communication and solve problems. Teachers can't rush to the end and do everything when marking papers. The heuristic principle of "teacher-oriented and student-centered" should be embodied in lectures and evaluations. The starting point of lectures and evaluations can benefit most students, neither too high nor too low. Make full use of teachers' leading position to influence students, so as to mobilize students' learning enthusiasm and ensure the realization of teaching objectives. Guide students to participate in the discovery of problems, the analysis of error causes and the formulation of corrective measures, so as to enhance students' personal experience and feelings, and promote students' self-evaluation and independent error correction ability. The specific operation can be discussed clearly first. Let the students find out what they did wrong first, and then study in groups of four or six. If you do something wrong, then you can be a small teacher and tell the students the correct way and ideas of this problem until they understand it, and four people will take turns; If four people are wrong on some issues, then you can choose to think for yourself or find a teacher to answer. In this way, the cooperative learning of group members can achieve the goal of complementary advantages. In this process, group members have the opportunity to express their views, listen to others' ideas, and unconsciously exercise their ability to cooperate, communicate and discuss with others. Of course, you can also adjust the form of class, for example, let students with good exam results talk about some questions, so as to give full play to the student-centered teaching idea. Let the students speak for themselves. At first, students may not be used to speaking, so they can call the roll and let them speak on stage. If they are wrong, the next student will speak. Repeatedly, students will gradually transition to speaking when they want to speak. Students are allowed to ask questions and refute when they come to the stage to explain, and deepen their understanding of concepts through students' debate or discussion. Maybe some teachers will worry about the heavy teaching tasks and insufficient time. In fact, students speak, although sometimes the teaching progress may be slower, but the students' participation is higher. If the interpreter's concept is vague, he will react immediately, which is conducive to timely correction. 2. Distinguish the key points from the general ones and solve some problems through lectures and evaluations. You must give up some questions. What you gain, you lose. Lectures and comments should grasp the main contradictions, and choose those topics with appropriate difficulty that most students are prone to make mistakes as the main explanation content. Through the analysis of the causes of errors, students can master certain skills and methods of doing problems, so as to clarify their main defects and the direction of future efforts. 3. Both the whole and the individual should be taken into account, because the teaching of attending lectures and evaluating classes is faced with all students, mainly to solve some * * * problems, and the special problems of individual students in solving problems are often ignored in the classroom. After class, teachers need further individual counseling to help them thoroughly understand the problems they don't understand, strengthen the evaluation effect, teach them learning methods, teach people to fish and improve their grades in an all-round way. Give more care and help to underachievers. 4. Give priority to encouragement and praise, not just criticism and dissuasion. We should adhere to positive education, protect students' self-esteem and fully mobilize students' learning consciousness and subjective initiative. For top students, there are not many things they don't understand in the papers they have done. Therefore, if the teacher does not pay attention to the top students in the process of explanation, he may not gain much. We can selectively let top students be teachers and let them explain some problems. For example, their understanding of relevant knowledge is sometimes more accurate than that of teachers. I usually ask outstanding students in liberal arts to explain some basic knowledge of various professional topics. Top students can expose their own problems on the one hand, and think deeply on the other. Encourage students with good grades to see the gap and forge ahead towards higher goals; Students who do badly in the exam will feel uncomfortable without the teacher's criticism, so try to tap their bright spots, appreciate them and encourage them. In short, we should promptly affirm and praise those students who have clear thinking and innovative consciousness in solving problems, and help them analyze the specific reasons for their mistakes, whether they are problems in their usual study, mistakes on the spot, improper examination of questions, or careless answers. We should treat them differently, guide students to find correct ideas and methods, and cultivate students' good habits of carefully examining questions and answering questions. Teachers must not blame, accuse, satirize, dig or laugh at students because of the mistakes in the answer sheet, which will dampen students' enthusiasm and self-esteem. Instead, they should pay attention to stimulating students' emotions, be good at igniting students' wisdom and stimulate their inner potential. 5. Cultivate students' critical thinking ability by reading and explaining the test paper. Teachers mainly ask students to think about all aspects of the test paper, in other words, it is mainly the training of thinking. However, I often use some reading materials for reading teaching, and I think the effect is good. The material of the essay reading question is a passage carefully selected by the questioner, which is excellent in content and wording. Students don't have time or mind to savor the problem when doing it. So when I explain this problem, I will adopt various reading methods to make students enjoy it. Sometimes let a student read aloud, sometimes let the whole class read together, sometimes make a model by themselves, and sometimes even play it on tape. Sometimes I watch it once, sometimes two or three times. The students like this teaching method very much. Conclusion: Do some consolidation exercises. Most of the problems reflected in students' test papers are the key and difficult points in the teaching process, and it is unlikely that they can be completely mastered in one evaluation. Therefore, after each comment, students are required to correct the wrong questions, make a good record of the mistakes, establish an error file, and indicate the correct answers and problem-solving ideas, so as to review them in time before the next exam. Teachers should also select questions and knowledge points with high error rate in the test paper, reorganize and synthesize several questions, create an opportunity for students to "practice" and "improve", fully mobilize the enthusiasm of students to solve problems, expand their thinking and strengthen their flexibility. Through repeated reinforcement, consolidate the evaluation effect and help them truly master key knowledge. In a word, marking requires great art and skill, just like taking a new lesson. Teachers must give full play to their intelligence and prepare lessons from different angles, and never finish the lesson as soon as the answers are announced. Xiu Yuan has a long way to go, and examination paper marking is also an art, which needs us to explore and improve gradually in practice. The above is just my own experience in practice, and I hope to communicate with my peers.