physics
Zhu Jianlian, a special teacher of Jinling Middle School and a senior teacher of Professor Middle School, and Zhu Yan, an outstanding young teacher of Nanjing Jinling Middle School.
I. Interpretation
In 2007, the Jiangsu Provincial Ordinary High School Academic Level Examination (a compulsory subject) has been published, which should attract the attention of candidates who are about to take the examination and physics teachers in the following aspects.
1, "Description" clearly points out: In 2007, the examination questions of physics academic level of ordinary senior high schools in Jiangsu Province were based on "Physics Curriculum Standards for Ordinary Senior High Schools" and "Teaching Requirements for Physics Curriculum Standards for Ordinary Senior High Schools in Jiangsu Province" of the Ministry of Education. This requires that the implementation of review teaching of academic proficiency test should deeply understand the Curriculum Standard and accurately reflect the Teaching Requirements.
2. The guiding ideology of "Statement" for physics proficiency test is: attaching importance to the basic knowledge and skills of physics in senior high school, moderately examining students' ability to analyze and solve problems, reflecting the connection between theory and practice, reflecting the important achievements and new scientific ideas of contemporary scientific and technological development, paying attention to the social problems brought about by the application of physics technology, and students' sense of social participation and social responsibility. The information given here includes: "double basics" should "pay attention to examination"; "Ability" should be "moderately examined"; "Physical Science Industry Level Test Paper" should have questions such as integrating background with practice and paying attention to society.
3. The scope of the physics proficiency test in the description is: compulsory 1, compulsory 2, elective 1- 1 (or elective 3- 1) * *. The test requirements for the 60 knowledge points involved in the three modules are divided into two levels: a (knowing the content and meaning, being able to identify and use them directly in related problems) and b (knowing the exact meaning and its connection with other knowledge, being able to describe and explain them, being able to use them in solving problems). Among them, Newton's second law compulsory module 1, mechanical energy conservation law compulsory module 2,
4. The description stipulates the structure of the examination paper of physics academic proficiency test: the ratio of multiple-choice questions to non-multiple-choice questions is about 7∶3, and multiple-choice questions are defined as single-choice questions; The proportion of easy questions, medium problems and difficult questions is about 7 ∶ 2 ∶1; Compulsory 1, compulsory 2 and elective 1- 1 (or elective 3- 1) account for about 4: 4: 2. The full mark of the test paper is 100, and the test time is 75 minutes.
Second, review the recommendations.
1, students should return to textbooks and pay attention to the training of basic knowledge. The academic proficiency test is more inclined to HKCEE's knowledge requirements, and basic knowledge is very important. 2. Attach importance to experiments and highlight exploration ability. Because the new curriculum standard pays special attention to the cultivation and training of students' inquiry ability, many experiments have changed greatly compared with traditional experiments, which show more autonomy and openness. 3. Strengthen training and improve the ability to take exams. Multiple choice questions account for 80%, which shows that students are required to pay attention to the foundation. If students have a solid foundation and are well trained, they can still pass easily.
politics
Wang, a senior middle school teacher at the professor level in Jinling Middle School.
I. Interpretation
The ability test embodies the direction of the new curriculum reform and is the extension and perfection of the new curriculum reform. It is not only a passing test, but also a selective test. Compared with the previous senior high school entrance examination and college entrance examination, it is a new exploration. Success depends on the practice test and the joint efforts of teaching staff and proposition staff. The specific interpretation is as follows:
1, ability level requirements: understand the basic knowledge of compulsory one, compulsory two and compulsory four, and understand the major current events at home and abroad and the major principles and policies of the party and government at this stage; Understand the internal relationship between basic concepts, basic viewpoints and knowledge, analyze and explain relevant social phenomena, judge and evaluate relevant viewpoints, collect and process relevant information, propose and analyze problems, and propose solutions to problems reasonably and creatively.
2. The test paper structure is divided into objective questions and subjective questions, with objective questions accounting for 70% and subjective questions accounting for 30%. Objective questions include multiple-choice questions and true-false questions, while subjective questions include short answer questions and question inquiry questions. The difficulty ratio of the test questions is 7: 2: 1, and the content ratio of the test questions is about 35% for compulsory one, 20% for compulsory two, 35% for compulsory four, and 65438% for current affairs and politics. The examination method is a closed-book written test, and the examination time is 75 minutes. The full mark of the test paper is 100.
Second, review the countermeasures.
1, the comprehensive review strives to be "clear-cut", and the main points of the test sites should be kept in mind. Candidates should learn and master all the test contents point by point, and try their best to grasp the internal relations of the test sites.
2, the key points should be highlighted, trying to draw inferences, such as the law of value in economic life, the correct concept of consumption, rational consumers, the correct concept of career choice, the choice of several investment methods, China's national nature in political life, the form of political power organization, the correct exercise of citizens' supervision, the significance of China's scientific, democratic and legal governance, and the respect and persistence of the laws and concepts in life.
3. Master certain answering skills. Among the test questions, question inquiry is the most difficult one, which is based on students' life and social life related to students. Therefore, candidates should observe their own lives at ordinary times. In addition, candidates should pay attention to the following points: First, tell the theory of the first sentence first, and then tell the content of the topic well; Second, we should pay attention to the combination of theory and practice; Third, important theories come first, while relevant theories stop. Fourth, the language should be concise, grasp the meaning expressed by keywords and punctuation, and write neatly. 5. Some questions may not have standard answers. Candidates should think boldly and answer questions bravely, because as long as they are reasonable, they can score.
This year is the first academic level test of the new curriculum standard. Compared with the old textbooks, the new curriculum standard puts more emphasis on "pruning", which should be reflected in the academic level test, so the review focus is on the backbone of the knowledge system, and it is not necessary to memorize all three books. In particular, all knowledge points should be incorporated into the knowledge system.
biology
Wang Suyu, a senior high school biology teacher at Jinling Middle School.
I. Interpretation
1, "Biology Academic Proficiency Test" embodies the functional value and subject value of the new curriculum academic proficiency test. On the basis of a comprehensive test of students' biological learning, we focus on the basic knowledge, skills and methods of biology, which reduces the requirements for biological knowledge and skills and improves the requirements for students' biological literacy. Paying attention to students' ability to analyze and solve problems, integrating theory with practice, and paying attention to the development of life science and technology and society, including the cultivation of emotional attitudes and values, provides a reliable basis for biology teachers to further update their teaching concepts and implement the basic concepts of biology curriculum standards, and also puts forward new topics for future new curriculum teaching and research.
2. The "Biology Academic Level Test" only examines the contents of the required modules of biology. The basic basis of test requirements is biology curriculum standards. Within the scope of the content standard of the curriculum standard, many content requirements are elaborated in more detail, especially the detailed list of examination requirements, which defines the level of biological knowledge and ability to be examined and the goal of the biological academic level examination. Through the analysis of Academic Proficiency Test, we can see that there are 65 knowledge levels, 58 understanding levels and 4 application levels in the three required modules. In the requirements of the experiment, the understanding level 10, the understanding level 17, and the application level 6. The ability test requires less knowledge, but it does not require less experiments, especially the six application levels in experiments, all of which are the analysis of experimental results, which conforms to the concept of inquiry learning advocated by the new curriculum standard, and promotes us to strengthen experimental teaching, pay attention to the cultivation of students' biological ability and improve biological science literacy.
3. The examination paper structure reflects the orientation for all students. Different from the college entrance examination, it emphasizes the basis of examination questions, and the subjective questions are diverse, which also provides a basis for the difficulty positioning in teaching. At the same time, the "Academic Proficiency Test" also takes into account some differences caused by the use of multiple versions of textbooks, taking the content standard of biology curriculum standards as the core, and all the contents involved in a textbook are not included in the test requirements, so that all students using different versions of textbooks face the same requirements and eliminate teachers' concerns in teaching. While respecting the teaching materials, the biology curriculum standard is the only standard to determine the examination content.
4. Biology "Academic Proficiency Test" puts forward the basic requirements of biology teaching, standardizes the basic scope of "Academic Proficiency Test", reduces the difficulty of the test, is conducive to the development of teaching activities, and also helps to reduce students' academic burden, which needs to be carefully studied and implemented by biology teachers.
Second, review the countermeasures.
1, the teaching difficulty is reduced. Students should master basic knowledge and skills and the ability to meet the most basic requirements. Under the guidance of the teacher, it is not too difficult to practice properly on the basis of biology curriculum standards. To master the core knowledge of biology, such as the chapter of cell metabolism, photosynthesis and cell respiration are the most basic. They should remember and practice properly, and they should not be too broad as teachers.
No matter which version of the textbook is used, the requirements of the proficiency test have been taken into account, so don't worry. Under the guidance of the teacher, we will make a choice.
3. The new curriculum standard advocates inquiry learning, and experiments are indispensable. Important experiments such as the identification of sugar, fat and protein should be mastered in the compulsory module.
history
Zhang Ming, Senior History Teacher of Jinling Middle School
I. Interpretation
1. Understand the examination basis. It is clearly pointed out in the explanation that the proposition of the history (compulsory subject) academic level examination is based on the teaching requirements of the History Curriculum Standard (Experiment) formulated by the Ministry of Education and the History Curriculum Standard for Ordinary Senior High Schools in Jiangsu Province promulgated by the Provincial Department of Education. At the same time, starting from the actual situation of high school education in Jiangsu, the content and requirements of the examination have been adjusted to a certain extent, and the scope of the examination has been narrowed under the framework of the new curriculum standards. Therefore, the review of teachers and students should closely follow the content and requirements of the exam, and it is not necessary to blindly expand the scope of review, because the academic level exam is not the college entrance examination after all, and the focus is on basic knowledge.
2. Understand the test content and requirements. The examination content includes 25 questions in 3 compulsory modules. The ability requirement divides the examination level into three categories: recognition, historical knowledge reproduction, historical interpretation and historical data processing. When reading the exam instructions, pay attention to distinguish four different behavior verbs in the exam requirements, and different requirements can basically judge the questions of this knowledge point. The ratio of compulsory 1, compulsory 2 and compulsory 3 is 4: 3: 3. The focus of review should be slightly biased towards compulsory one.
3. Understand the test paper structure. Divided into objective questions and subjective questions. Objective questions are multiple-choice questions and true-false questions, while subjective questions are material analysis questions and question types. The ratio of objective questions to subjective questions is 7: 3. It is worth noting that in the explanation of "true or false questions", which rarely appears in recent years, candidates are required to strengthen the accuracy of mastering knowledge points and consciously carry out some adaptive training.
Second, review the countermeasures.
First of all, we should make good use of the teaching materials to sort out the relevant knowledge points, scan them one by one, lay a good foundation, and form a preliminary impression of historical knowledge. Secondly, the logical relationship between historical knowledge points is refined and summarized, and with the help of learning reference materials, the hierarchy is clarified according to the unit theme, and a certain knowledge network is formed to grasp the knowledge points as a whole. Third, under the guidance of teachers, we should carry out adaptive test training in a planned way, find problems and correct them in time. It is necessary to appropriately increase the training of subjective problem-solving methods and skills to improve students' ability to analyze, synthesize and summarize problems.
chemistry
Xu Chengyu, Senior Teacher of Chemistry Group of Jinling Middle School
I. Interpretation
Two knowledge points, 1 and 192, are listed in the notes. Listing these knowledge points is helpful for front-line teachers to master and decompose the teaching materials, and also helps relevant candidates to improve the pertinence and effectiveness of review, so as to ensure the passing rate and excellent rate of the academic proficiency test on the basis of solidly improving the teaching quality. From the notes: Chemistry I and Chemistry II are the focus of the exam, and their knowledge distribution is completely consistent with the proportion of the test paper.
2. The description has made specific grade requirements for 192 knowledge points, among which the grade requirements of cognitive test are the focus of the description. The grade requirements of most knowledge points are A and B (accounting for about 95% of the total points, mostly B), and only a few knowledge points are C and D (accounting for about 5% of the total points).
3. The explanation clarified the contents of 32 students' experimental tests, which made teachers and students have a clearer understanding of the contents of the experimental tests.
Second, review the countermeasures.
1, focusing on Chemistry I and Chemistry II. With regard to the two modules of Basic Organic Chemistry and Chemistry and Life, it is estimated that the examination paper will be in the form of bifurcated questions, and each school can make corresponding review plans according to its students' elective conditions, but the difficulty requirements are obviously lower than those of the two basic modules.
2. Give full play to students' autonomy in learning, guide students to read textbooks comprehensively and systematically, and ensure that all A-level knowledge points accounting for nearly 45% of the total pass.
3, we must control the difficulty requirements of the review content, and pay close attention to the B-level knowledge points, which account for nearly 50% of the total. This is the key to ensure that candidates get good grades.
4. According to the school's learning situation and the school's goals and priorities, reasonable arrangements are made for C and D knowledge points, accounting for about 5% of the total. Among these knowledge points, the experiment mainly includes the inspection of common substances, the identification of Na2CO3 and NaHCO3, the experimental principle, operation, the explanation and recording of phenomena, the analysis and processing of experimental phenomena and data, and the design, evaluation or improvement of simple experimental schemes. Theoretically, it mainly includes the initial redox reaction; Methods mainly include the general learning methods of elemental compound knowledge. Apart from the last point, the above contents are highly operational, and candidates who want to achieve excellent results are certainly worth a try.
geography
Yang Shuang from Nanjing No.1 Middle School and Chen Weiping, a senior teacher from Nanjing Jinling Middle School.
I. Interpretation
The design of test questions emphasizes the foundation, times, innovation and fairness, and links students' life experience with social reality. In the test, the score ratio of subjective questions and objective questions is about 3: 7, among which the ratio of basic questions, medium difficulty questions and difficulty questions is about 7: 2: 1, and the contents of physical geography and human geography each account for about 1/2. The number of objective questions is similar to that of the college entrance examination, but the examination time is much less. Difficult and more difficult questions are obviously less difficult than the college entrance examination, and the number and difficulty of subjective questions are also much lower than the college entrance examination. The objective questions in the examination paper are as high as 70 points, and the examination time is short. Subjective questions are not only few in number and low in difficulty, but also tied to the backbone of the knowledge system.
Second, review the countermeasures.
Candidates should focus on basic knowledge when reviewing; In terms of ability, we should strengthen the training of geographical charts and text expressions, extract relevant geographical information from them, understand, interpret and analyze geographical information, mobilize and apply basic geographical skills, and carry out related calculations, such as understanding the causes of day and night alternation and time difference, and being able to calculate simple time zones. Candidates should also pay attention to finding geographical problems in their study and life, try to use correct geographical concepts, explore and evaluate geographical problems in reality, and initially put forward countermeasures to solve them. At present, most of the review questions on the market are used in the college entrance examination. In addition to off-topic and strange questions, there are quite a few questions that are more difficult than those required in the academic proficiency test. There are also some questions that combine junior high school content, and many old textbooks that are eliminated by the new curriculum standards. Candidates should eliminate those questions under the guidance of the teacher. There is not much "accuracy" in doing the problem. Geography stresses "reason" and should be memorized on the basis of understanding. Try to avoid mechanical memory and find out "why?"