Teachers working in the front line of education, especially ideological and moral teachers, have this feeling. Marking is more difficult than the new course, but it is indispensable for ideological and moral teaching. Through testing and marking, find out the problems existing in students' learning this course (unit/subject), then teach students the basic skills and methods of solving problems in accordance with their aptitude when evaluating the course, and give guidance or fill in the blanks according to the problems existing in students to consolidate the basic knowledge. I have always emphasized the general principles of doing exam questions when marking papers: carefully examining the questions and grasping the meaning of the questions; Contact words and materials; The angle is comprehensive and clear; The handwriting is neat and the format is standardized; Be brave in innovation as required; Seize the time and stick to it. I think it is necessary to talk about the examination paper. In the course of lectures, we should focus on teaching students how to do problems according to different types of questions, so that students can draw inferences from others and achieve mastery. The following are some of my experiences and methods in giving lectures on examination papers. Question 1: Multiple-choice questions: Special reminder: (1) Only the wrong options are selected in the reverse multiple-choice questions (such as incorrect/unqualified statements). (2) Learn to use the exclusion method to exclude the options that do not meet the requirements of the questions, narrow the range of options, and improve the accuracy of doing the questions. Especially for combined questions such as A, 134B, 234C, 23D, 14, if ① is wrong, we only need to analyze whether ④ meets the meaning of the questions in BC option. If ③ or ④ do not meet the requirements, you can directly choose the correct answer. There are also cases where 1, 2, 3 and 4 are all fine. Question 2: Comic Title Step 1: Read the questions set in the comic title carefully and quickly, such as: What is the comic description (meaning)? What is the relationship between the two cartoons and so on. The second step: carefully examine the comics, what is the topic; Who are the people in the cartoon, what they said and did respectively; What shows; What are the other notes in the cartoon? Title, characters, their words and deeds, what is the relationship between things and notes, and what problems (which problems) are explained by * * *. The third step: contact the text, closely follow the meaning of the question, and organize the answers in the form of cartoons. Comics reflect problems by actively (correctly, happily and successfully) talking about reasons, significance and teenagers' practices; Cartoons reflect that problems are negative (wrong and undesirable), and talk about the causes, harms, solutions, experiences and lessons of existing problems and the practices of teenagers. Analyze it from multiple angles. Question 3: Chart questions (list, sector, coordinates, columns, etc. Step 1: read the questions set in the chart carefully and quickly, such as: What does the chart explain? What's the relationship between charts and so on? Step 2: Review the chart carefully with questions. The title of the chart, whether the chart is a single content or a comparison of multiple contents, whether the same content is rising or falling at different times, and whether the theme of the chart is positive (correct, gratifying and successful) or negative (wrong and undesirable); Is there a gap between different contents? Step 3: Contact the relevant knowledge of the text and organize the answers closely according to the meaning of the question and the content of the chart. The chart reflects the problem by actively (correctly, gratifying and accomplished) talking about the reasons, significance and adolescent practices; The contents of the chart reflect that the problem is negative (wrong and undesirable). Talk about the causes, hazards, solutions, lessons and practices of teenagers. Pay attention to the causal relationship between different charts. From the angle of law and morality. Question 4: Analysis Questions The analysis questions require candidates to use correct positions, viewpoints and methods to scientifically analyze and distinguish the viewpoints and materials provided by the questions. This kind of problem, although seemingly impossible to start with, will be solved as long as you master certain problem-solving ideas. To solve this kind of problem, we should pay attention to the following key points: 1 Determine the evaluation object. In other words, it is best to decide which opinion or words and deeds to evaluate. If there are multiple evaluation objects, it is best to judge and evaluate them separately. 2. make a judgment. That is, to affirm or deny one's own views or words and deeds. 3. Analyze them one by one and establish the foundation. After making a judgment, we should analyze the opinions or words and deeds evaluated, and point out why they are right and wrong, find out the reasons for making mistakes, and find out the legal or theoretical basis. 4. Clear your mind and sort out your answers. When organizing the answer, that is, according to the above analysis, according to the idea of "judging right or wrong-judging basis-the harm (benefit) brought by this method-what to do", integrate the language and write concise answers.