Analysis report on the quality of eighth grade Chinese teaching (1) As a teacher, it is everyone's responsibility to let students learn their lessons well and improve the quality of education and teaching. The way to improve the quality of education and teaching lies in the reform and innovation of classroom teaching, and the guarantee of improving the quality of education and teaching depends to a great extent on the process management of teaching. The results of the mid-term exam have been announced. This paper analyzes the quality of eighth grade Chinese teaching in Xuanhua junior high school, aiming at objectively evaluating the present situation of our teaching and learning, finding out the problems, finding out the root causes of the problems and formulating practical improvement measures.
I. Reasons and purposes of the analysis
Through analysis, we can point out the direction for future classroom teaching, build a platform for us to effectively implement school-based teaching research, build a bridge for us to further transform new ideas into teaching behavior, and polish the evaluation system in the curriculum reform of basic education? Paving stone? .
Second, the quality analysis
(A), test paper analysis
1, the guiding ideology of the proposition
The proposition is closely related to the curriculum standards and teaching materials, and fully embodies? Class standards? The stipulated learning objectives and learning contents reflect the concept of curriculum reform, which is beneficial to quality education, to cultivate students' learning and inquiry abilities, to guide the further development of curriculum reform, to effectively test the quality of Chinese teaching, to reflect students' Chinese literacy and to play a leading role in future classroom teaching.
This set of test questions highlights the ability and conception, and strengthens the connection between the test questions and social reality and student life. Divided into four major plates? Accumulate reading classical Chinese and writing in modern Chinese? From the shallow to the deep, it emphasizes the ability to conceive, especially the ability to analyze and solve problems by using what you have learned in specific situations, leaving room for students to create reasonably, which not only conforms to? Class standards? Spirit, comprehensively and objectively inspected students' Chinese literacy; It mainly tests students' four abilities of memory, understanding, analysis, synthesis and expression. Because it is a phased test, the ability requirement focuses on the general difficulty, which plays a good guiding role in the Chinese teaching in the second half of the eighth grade, so as to effectively improve the teaching efficiency, consolidate the results and further promote the reform of Chinese classroom teaching.
2. From the analysis of test results, the following problems are found:
(1) answer analysis
This period is the exam. There are 248 eighth-grade students in our school, with an average score of 85.9, with the highest score of 106 and the lowest score of 58, of which 12 is above 100, 54 are above 90-99, and 80? 89 points 104 people, 70? 79 points 2 1 person, 60-69 points 16 person,
9 people scored 50-59 points, and the difference between the highest per capita score and the lowest per capita score between classes was 4 points; The excellent rate is 38% and the passing rate is 88%. Among them, accumulation and application account for 90%, understanding and analysis account for 78%, and reading ancient classical Chinese accounts for 60%.
(2) Analysis of learning situation
Before the exam, I reminded the students of the key and difficult points in the exam and the problems that should be paid attention to during the exam. After seeing the test paper, I feel that students should be easy to test as long as they are trained knowledge points. Judging from the test results, language accumulation and application are well mastered, and many students' scores are above 90%, which was predicted before the test. However, as far as the score of reading classical Chinese is concerned, it is not optimistic. Some students do not have a deep understanding of classical Chinese. Many key words and sentences are only partially understood, and some even joke during the answering process, such as: blonde, happy? In the translation of this sentence, some students don't understand the meaning at all. Some students understand the meaning, but they can't express it in complete language. For example, a classmate translated it? Their yellow hair hung over their shoulders and they were in high spirits. ? Is there a classmate who translates? Old people and children are happy? . The reason for this kind of joke is that students can't understand the meaning of words and sentences and can't summarize them in their own language.
Judging from the scores of each topic, the scores of accumulation and application and modern Chinese reading are higher, and the composition can also be selected according to the requirements. However, many students' ideas of selecting materials are not novel enough, and their topics are not novel enough. They are all platitudes, so the score is not too high. There are many points lost in reading ancient classical Chinese, and quite a few students scored less than 5 points on the topic of 20 points. The reason is that the understanding of words is not good enough, the language organization ability of translated sentences is poor, and some sentences are incomplete.
Third, the analysis of the reasons for success or failure
1. In terms of grades, we found that most students can hold a clean piece of paper, write regularly, and have a good understanding of ancient classical Chinese and ancient poetry recitation. Some students can write fluently and use various rhetorical devices at the beginning and end to make the article vivid and prominent. The achievement of these achievements has a lot to do with our practice of asking students to extract good words and sentences every day. We require students to extract 300 words every day, requiring neat handwriting and standardized writing. In addition, the recitation of China's ancient classical poems requires that everyone can recite and translate, so that every word is fluent and every sentence is clear. This is why we scored higher in these areas.
2. Problems in students' answers.
(1), some students' papers are untidy, with many typos and scribbles.
(2) The consciousness of examining questions is weak. There are two reasons: first, the topic expression is not clear and rigorous. For example:? Would you please write four ancient poems describing the war? Students don't know whether to write four sentences in one poem or four sentences in different poems. A period is one sentence and a comma is one sentence, so some students write two whole poems, which is useless and wastes the examination time. The second is the lack of methodological guidance. For example, the general topic of news content only guides students to look for keywords in the introduction, but does not guide students to pay attention to the key points when screening information. The language is concise, appropriate and accurate, so some students also screen out the main information, but they always feel that the language is not concise enough, which is a misunderstanding in our Chinese teaching.
(3) Less reading, narrow reading range and weak reading comprehension. ? Understand the emotions? The scoring rate is 71%; In addition to poor comprehension, the main reasons are inaccurate language expression and poor language organization.
(4) The reading scores of some classical Chinese are not satisfactory, and the translation of classical Chinese cannot be done word for word.
(5) Not paying enough attention to life and society.
(6) The selection of composition materials is not novel enough, lacking the connotation of life, and the vision is not wide enough and the scope is narrow. The phenomenon of fiction and application of materials is more prominent. Most students are confined to school, family and other aspects, and the content is dull. The stylistic features of the composition are not well grasped, the narrative is straightforward, the key points are not prominent enough, the writing is anticlimactic, and the language lacks literary talent and highlights. Most students lack emotion and groan without illness; Lack of detail description and formal innovation in writing; Some students have developed the bad habit of reciting model essays. Excellent compositions with outstanding center, fluent and beautiful language, beautiful font, relatively complete structure and profound thoughts account for too little.
Analysis Report on the Quality of Chinese Teaching in Grade Eight (II) I. Overall Analysis
On the whole, this final examination paper is quite successful. The examination paper highlights the examination of students' knowledge and Chinese ability for one semester, attaches importance to the examination of basic Chinese knowledge, and highlights the examination of students' Chinese literacy. It has strong guidance for future teaching, moderate difficulty and meets the examination of all students.
The full mark of this question is 120, and the examination time is 100 minutes. There are 420 people taking the exam in our school, of which the highest score is 1 13, the lowest score is 10, and the average score is 90. 1.
Structurally, this paper is mainly divided into the following sections:
(A) the accumulation and application of Chinese knowledge.
This paper mainly examines the writing of Chinese characters, the use of idioms, the dictation of famous ancient poems and sentences, sentence imitation, review of language diseases, and knowledge of famous works, so as to examine students' mastery of basic Chinese knowledge in a targeted manner.
1, writing Chinese characters 2, using idioms, these two questions are similar to the final examination paper in 2007. We only gave it to the students in the last review, so the score was higher. 3. Fill in the blanks with famous sentences. The first and fourth questions are mechanical dictation, that is, asking the previous sentence for the next sentence, or asking the previous sentence for the next sentence. It's not that difficult. Except for a few typos, all the scores are good. The fifth question needs to fill in the famous sentences in Lu You's A Tour of Shanxi Zhuang, which belongs to applied dictation, that is, to give a certain background and fill in the poems as required. Because the word revision of the text was deleted, it was a bit out of line, so that the students' scores were not ideal. The sixth poem about the Spring Festival or Mid-Autumn Festival is comprehensible recitation. Students are careless in reading topics, but they lose more points in writing poems of other traditional festivals. This can reflect that students pay more attention to mechanical memory, but they don't really understand it, so we should pay attention to reciting ancient poems on the basis of understanding in future teaching.
Modern reading
Take the form of combining in-class reading with extracurricular reading. This is inconsistent with all the exams in the senior high school entrance examination, but teachers should also be reminded to use teaching materials well to avoid appearing among teachers? Can we teach the text in class without taking the academic exam? This idea.
The proposer chose the key passage of Lugou Bridge in Chinese stone arch bridge in class, and chose the popular science essay "Nature's Character" in extracurricular reading. From the perspective of topic design, whether from the design point of view or the way to get the answer, it is not very high and difficult. Judging from the topic, it is important to cultivate students' ability to analyze and summarize on the basis of grasping the article as a whole, and insist on choosing words and making sentences; Good reading habits, thoughtful and in-depth thinking. Existing problems: answering irrelevant questions, not contacting the context to find the answer; The answer can't grasp the main point, write more, but score less.
(3) reading ancient poetry and prose
On the basis of traditional classical Chinese after class, adding an ancient poem to read at Nanjing Ferry is also very suitable, which does not set too many obstacles for students to understand and meets the requirements of students' reading of ancient poems in senior high school entrance examination. However, for the eighth grade students, it is a bit difficult to set questions. Let the students find the best words to analyze, and the students' scores are not very high. The classical Chinese in the class "Peach Blossom Spring" is relatively simple and the score is ideal. After class, the classical Chinese "Burning a Car in Ruan Yu" is more simple and easy for students to understand. However, the story of 2 1 shows that Ruan Yu's personality analysis lost a lot of points.
(4) Composition
The form of composition has got rid of the previous topic composition and adopted the form of semi-propositional composition, which is consistent with the general trend of topic types in the current composition examination. There are no obstacles in the examination questions, and the stylistic requirements are diluted. The questioner sets a topic: "Here we come again", asking students to finish the topic first, and then write it truly. What are the main manifestations of this composition topic? Everyone has something to say, and everyone tells the truth? The intention of the composition proposition. Students have profound experience, have something to say and sincere feelings, but they lack profound expression. In other words, they don't know how to express their feelings, their lives are narrow, and the materials they choose are not very novel. I found that the problems in the process of composition correction are that the composition materials are not typical enough, and the life materials are not rich enough, so many people write. Birthday again? Or? Spring Festival again? . Some abuse words, unreasonable sentences, lack of language and literary talent.
Third, suggestions for future teaching and proposition.
(A) Chinese teaching
1, basic knowledge of Chinese
The basic knowledge of Chinese has always been an important part of Chinese teaching. We must seriously study the Chinese curriculum standards, aim at the teaching of ancient poems, guide students to recite on the basis of understanding and avoid mechanical memory. Language expression, guide students to read more and practice more, and make full use of comprehensive activities to cultivate students' language expression ability.
2. Modern reading
In teaching, we should first guide students to learn to grasp an article as a whole, and then grasp the main idea of the article. Guide students to interpret the text under the overall grasp, and don't interpret the individual words and phrases of the article in isolation from the whole. It is necessary to practice students' ability to extract information according to the text and cultivate students' ability to understand important sentences in the article in context.
When guiding students to solve reading problems, we should purposefully guide students to solve some problem-solving methods and skills, and also explain some writing skills, such as expression and expression, and learn to compare, contrast and pave the way appropriately. In the usual reading practice, we should strengthen the guidance of students' answering norms and language expression.
3. Reading ancient poems
To strengthen classical Chinese classroom teaching, we must carefully remember and understand classical Chinese vocabulary, strengthen the understanding of classical Chinese sentence patterns, guide students to combine literal translation with free translation, and pay attention to the fluency of sentences. In teaching, it is necessary to strengthen the cultivation of students' sense of classical Chinese language and require students to recite classical Chinese more.
For the practice of extracurricular classical Chinese, we should appropriately select some short essays with strong humanistic connotation which are equivalent to the difficulty of classical Chinese in class, and the key point is to extend them to extracurricular activities on the premise of consolidating the knowledge in class. I think, after class, classical Chinese, examination questions are outside class, and knowledge is in class. Of course, we should also guide students to master some skills to answer extracurricular classical Chinese.
Step 4 write a composition
Strengthen practice at ordinary times and do different exercises according to different styles; Guide students to concentrate on feeling life. Strengthen the guidance of students' reading. Chinese teachers should not hesitate to encourage and support students' extracurricular reading, pay attention to cultivating students' reading hobbies and adopt various forms of reading salon activities to promote students' extracurricular reading. Only with a wide range of reading, a wide range of students' knowledge and a thick cultural background can the composition be fluent and wealth be accumulated.
(2) Suggestions on the proposal
The setting of topics should consider the ability of all students and the requirements of curriculum standards. It is relatively difficult to set the topic of reading ancient poems. If you want to take the exam, try to take some simple ones, such as understanding the content and emotion or appreciating famous sentences.
The choice of modern Chinese reading in and out of class is explanatory. Although the style has faded, the styles of the two choices are similar and seem unreasonable. At the same time, the score is a bit unreasonable, for example, the score of 7 questions 13 questions is 6 points. Some topics are not clear, such as 8 questions. Ask the students to illustrate real numbers and estimates, which is a bit confusing for them to understand.