Reflections on a review class for senior high school entrance examination.

Near the senior high school entrance examination, the students' grades are still not satisfactory. The school spent a lot of money to ask experts from the provincial capital to give us professional guidance before the exam. Experts asked our ninth grade teacher to prepare a Chinese, physics and English review class respectively, and then evaluate the class guidance. I was assigned to a Chinese review class. After listening to the expert's feedback and guidance, we made a profound reflection. You can't just blame the students for their unsatisfactory grades, you should find problems from yourself. If you are professional enough, you can accurately grasp the direction and guide students to review efficiently, which may promote the change of the status quo.

First, find the existing problems and have the courage to correct them.

Experts pointed out that the review direction of some of our subjects deviated from the track and derailed with the times.

A seemingly simple sentence makes me sweat! Because we know very well what the final result means if there is a mistake in the direction. Looking back, our teacher always emphasized how hard the teacher worked, how tight the time was, how much the homework was changed, and how many times the paper was tested, but we never thought about where we were going. The consequence of the opposite direction is that the harder you work, the worse the result will be. Suddenly, I realized that Dulangkou Middle School strictly stipulated how long teachers should teach, and even did not allow teachers to give lectures in class. It is estimated that they also saw the essence of the problem, so they took helpless measures to "correct the deviation".

History cannot repeat itself, and mistakes cannot be repeated. Now, we must face the reality and think about where we are going and whether every step we take can reach our destination in a straight line.

Second, grasp the precise direction and stand firm.

Taking Chinese as an example, Mr. Liu, an expert, combined with the reform of Chinese teaching materials in recent three years and the trend of the proposition of the senior high school entrance examination in this province, clearly defined the direction of the senior high school entrance examination in detail and accurately, and made practical guidance for our daily teaching.

Teacher Liu said that this year's senior high school entrance examination happened to be the first senior high school entrance examination after the reform of Chinese textbooks compiled by the Ministry. Although the types of questions have not changed much from the past, the exam will definitely give full play to the role of "baton" and lead our teaching.

After the reform, the Chinese textbook of the Ministry emphasizes the reading mode of trinity, and realizes the goal of "educating people by moral education" with "two-line elements" (humanistic theme and China element). The basis of the senior high school entrance examination proposition is the new curriculum standard, that is, the outline, and all the topics can be set according to the new curriculum standard.

Set the difficulty of the exam according to the function of the exam. Our senior high school entrance examination is defined as a selective examination, with a difficulty coefficient of about 0.6 and an examination volume of about 22 questions. The question structure consists of five levels (recitation, comprehension, comprehensive analysis, expression and application, appreciation and evaluation), and the notes of the senior high school entrance examination are explained in detail every year, which requires us to study the notes of the senior high school entrance examination seriously.

The purpose of the examination directly determines the choice of examination materials. It is pointed out in the Notes to the Senior High School Entrance Examination that there are four major Chinese questions in the senior high school entrance examination, with a full score of 120.

The first question "Language Knowledge and Application" is divided into five sub-questions, all of which are multiple-choice questions, with 2 points for each sub-question and *** 10. Among them, the first sub-topic "Pronunciation and Font" is an easy topic, and all the words involved are commonly used words (8 two-word words, 8 four-word words or idioms). The wrong options each have a pronunciation and a font error. Phonetic errors include polysyllabic misreading, phonological misreading, tone misreading and habitual misreading; Phonetic errors include homophonic misuse, similarity misuse and word meaning misunderstanding. More than 70% students should be able to answer this question correctly; The second topic "Words" is "Understanding" with moderate difficulty. The selected words are all commonly used words, and the sentences are original sentences or modified sentences of the text. The common causes of mistakes are taken out of context, indiscriminate praise and criticism, self-contradiction, reading the text to make sense, using the wrong object and so on. 65% students should do this problem correctly; The third topic "Modification of Ill Sentences" is "Expression and Application", which involves six common types of ill sentences (incomplete composition, improper negation, illogical, semantic repetition, improper word order and improper collocation), and 55% of the students have to answer correctly. The fourth question "Sentence Ordering" mainly examines students' logical thinking ability. It is usually a complete sentence with explanatory or argumentative words. The topic of the material tends to be reading, reading, five sentences and four options, which is a difficult problem. The fifth question involves sentence selection, sentence making, sentence imitation, rhetoric, oral expression, etc., and examines students' expression and application ability. Different types of topics have different difficulty coefficients and the overall difficulty is moderate.

The second major topic is "Reading and Accumulation of Ancient Poetry", which is divided into three parts: "Poetry Reading, Classical Chinese Reading and Accumulation of Ancient Poetry", with ***24 points.

Poetry Reading is divided into two small questions (6 questions and 7 questions in the test paper), both of which are multiple-choice questions, with 2 points for each small question and 4 points for * *. The selection of materials pays attention to "humanity" and "measurability", and more writers' works that students are familiar with or have appeared in the text are selected, with few annotations, so that students can basically read without obstacles. The themes are mostly lyrical, pastoral, patriotic and loving the people; The examination points involve content understanding, theme emotion, diction, rhetoric, expression and language characteristics. Among them, the sixth question is content understanding, and the seventh question is appreciation. There are four options for each small question, and the content of each option gives a detailed and concrete interpretation of poetry, mainly examining students' understanding ability and appreciation and evaluation ability.

Reading in Classical Chinese is divided into four small questions (No.8-11), with a score of 12. This paper mainly examines students' ability to read simple classical Chinese after class by using the classical Chinese knowledge they have learned in class. The eighth sub-question is multiple-choice question, with 2 points. The content is to distinguish the rhythm of sentences and examine students' comprehensive analysis ability. Question 9 is a fill-in-the-blank question, which generally examines the interpretation of three words, with * * 3 points per space 1 point. These three words are commonly used words or words that have appeared in texts, most of which are content words, often polysemous words or foreign words, mainly to test students' understanding ability; 10 is entitled Sentence Translation, which is divided into two sub-questions, with 2 points for each sub-question and 4 points for * * *, to test students' translation ability in classical Chinese; 1 1 is a comprehension question, which examines students' generalization of the content of the article, the selection and refinement of information or the analysis of characters' personality characteristics. 3 points. The subject matter is mostly reasoning, characters or travel notes; The theme of the article involves philosophical sentiment, governing the country as an official, biographies and so on.

"Ancient Poetry Accumulation" is a fill-in-the-blank question, with 8 direct dictation, each blank 1 point, * * 8 points. The theme involves 6 1 ancient poems, most of which are famous sentences, which mainly test students' reciting ability and are easy questions.

The third topic is "Modern Literature Reading". The theme is literary works (mostly prose), argumentative or expository. The question type is short answer or fill-in-the-blank question, and the number of questions is 7- 10 small questions, each with 2-8 points. Literary works 15- 17, argumentative papers or essays 13- 15, ***30. It mainly examines students' abilities of understanding, analysis, synthesis and appreciation.

The selected materials for prose reading are famous American prose, mostly narratives, and the examination contents involve "what was written", "how was written" and "why was written". "What did you write" is to summarize the main content of an article or some paragraphs, sort out the narrative order, write clues and sort out the story; "How to write" includes understanding the meaning of words and sentences, analyzing the function of sentences, understanding the title of articles, appreciating language features, and analyzing environmental description and expression techniques; The question of "why write" is to understand the main idea of the article, to perceive the author's emotions and to explain the feelings and experiences.

The themes of expository and argumentative essays are architectural beauty, natural exploration, traditional culture, knowledge reading and personality cultivation. Explanatory essays are mostly simple expository essays, and argumentative essays are argumentative essays, the contents of which are "What did you write", "How did you write" and "Why did you write". The question "What did you write" is mainly an information screening problem. The topic type of explanatory text is to clearly explain the object and summarize the content characteristics; The types of argumentative essays include summary content, main points and article arguments. The problem of "how to write" in explanatory writing is mainly to sort out the order of explanation, analyze the explanation method, analyze the explanation language and analyze the function of the title and paragraph of the article; The topic of "How to Write" in argumentative writing is mainly to analyze arguments and argumentation methods, clarify argumentation ideas, analyze the meaning of words and expressions, and appreciate language characteristics; "Why write" is a question of understanding, expository writing is used for evaluation and exploration, and argumentative writing is used for expressing opinions.

Annual survey of expository and argumentative essays.

The fourth topic is "Comprehensive Learning and Writing". Comprehensive learning 1 is a small question, with 6 points. The examination point is to sort out and refine the contents of comprehensive learning and famous book reading in the textbook; Writing 1, 50 points, ***56 points, mainly to examine students' expression and application ability.

The topic of "writing" is propositional or semi-propositional composition, and there is basically no obstacle to examining the topic. The source of materials is closely related to students' family, school and social life, and the examination points are life perception, philosophical thinking and growth experience.

Everything is established in advance, and it is abolished if it is not foreseen. If the direction is wrong, stopping is progress. Grasp the correct direction so as not to get lost in numerous review materials.

Third, the implementation of efficient review, targeted.

Only by mastering the correct direction and having a clear aim can we build an efficient review class.

Judging from the situation of the senior high school entrance examination in recent ten years, the three sub-items 1, 2 and 12 in the test paper are all memory questions, which are easy to choose, focusing on the usual accumulation, and the review is of little significance.

The third clause is decorative, its type is relatively stable, and it can be trained according to the type of sentence; The fifth option is optional, but all types of test sites are stable, and targeted training can be carried out according to the type. These two small problems focus on the grasp of knowledge points and should not take too much time.

Appreciation of ancient poetry focuses on understanding and appreciation. The problem is out of class, and the work is in peacetime. We can combine the theme of poetry, appreciation methods, pay attention to the training of answering skills, read each option carefully, clearly understand and appreciate the reasons for the mistakes in poetry (out of thin air, misinterpreting the original intention, ignoring the whole and generalizing the whole), and master the principle that the mistakes in options are "obvious".

The reading of classical Chinese focuses on understanding, which is the same as "the topic is outside the classroom and the work is in peacetime". The key points of review can be summarized as the skills of rhythm division, the requirements and methods of translation, and the induction of different types of articles.

According to the requirements of the new textbook, this year's comprehensive study topic should be "reading famous books". If it is not put in place at ordinary times, there is basically no way to review. This year is the first year after the textbook was revised. The reading of Trinity is still in the experience stage. The purpose of the proposition is to guide the teaching direction. The examination of "reading famous books" is not too difficult, and it may appear in the form of combining the contents of famous books or talking about reading comprehension to evaluate analysts. The selection of materials should be the reading topic of famous books in six textbooks. Based on this, students can be guided to review, sort out and refine the contents of related masterpieces.

The above three questions focus on the combing, integration and induction of knowledge, and the number of questions should not be too much.

The focus of review is the reading of modern texts. The difficulty lies in the reading of prose. The focus of prose criticism is narrative prose. We can take famous prose as an example to guide students to sort out and summarize the knowledge points of prose, analyze problems and answer skills; Then take the question type (roughly 15) as an example, analyze the proposition intention one by one, examine the knowledge points, and master the answering methods and skills. 15 questions emphasize "content generalization", "theme analysis" and "sentence appreciation".

In the New Year's exam, I will take expository essays and argumentative essays (generally one year's argumentative essays and two years' expository essays), and this year I will mainly take argumentative essays. The review of argumentative essays focuses on knowledge combing and integration, and the types of questions have not changed much, and the scope of knowledge examined is narrow. We can guide students to have proper training.

The highlight of review should be writing, and the difficulty is also writing. According to the requirements of Curriculum Standards, we should focus on guiding students to write a narrative. The source of materials can come directly from students' real life or from their reading experience. What we have to do is to guide students to make rational use of these materials and write articles with true feelings. The content of the article is mostly people, things or feelings in the process of growing up. We can take the content as an example and conduct special training to guide students to master writing skills (profound conception, clever layout, vivid sentences, etc.). ), and then revise the article repeatedly to practice an excellent article.

Efficient review class is not only reflected in the accuracy of teachers' guidance, but also in the efficiency of students' learning. There are more than 50 students in a classroom, and the students' level is uneven. The teacher pays attention to one thing and ignores another. How to ensure that every student "gains a lesson"? At present, the classroom model of "precise poverty alleviation and joint efforts" is being tried, and the effect is beginning to show.

Fourth, lay a solid foundation and persevere.

Most of the questions in the senior high school entrance examination are extracurricular questions, but the knowledge points examined should be learned in the classroom, which meets the requirements of the "new curriculum standard" and gives full play to the role of "examples" in the teaching materials. Therefore, our Chinese teaching is based on the classroom, and we should guide students to lay a solid foundation persistently.

The textbook compiled by the Ministry has a "trinity" reading mode of "two-line components" and a powerful auxiliary system. We should strictly implement it, lay a solid foundation for students, skillfully integrate professional knowledge such as words and grammar into the classroom, organically combine the "instrumental" and "humanistic" of Chinese, and truly achieve "one lesson and one teaching".

For example, the teaching of words must be meticulous, and students should be guided to distinguish the sounds, shapes and meanings of words with reference books, develop good reading habits, and consciously memorize and accumulate words.

The classical Chinese notes in the textbook are very detailed, and the guidance of learning methods is also very specific. Most students can read articles independently. We should pay attention to cultivating each student's self-study ability in the usual teaching, and urge and implement each student's "one lesson and one teaching".

The reading of modern literature is just a case. What we need to do is to extend the "case", carry out the training of "one dragging two" or "one dragging three", organically combine reading and writing, and guide students to "draw inferences from others" so as to master reading methods and skills and improve their writing level.

Five, practice a good foundation and improve steadily.

Skilled classes benefit from a good foundation. We should not only know what we are doing now (junior high school), but also know where we are from (primary school) and where we are going (senior high school). We know the student's learning foundation, what he has learned and what knowledge he should master; We also know what he will learn in the future and what we will do for him, so our directivity is very clear.

We should have a systematic analysis of the textbooks for junior middle school for three years. Take Chinese as an example, Chinese is composed of "double lines". We should sort out the "lines" in the six textbooks, draw a mind map, and write down the "points" and even "branches" on each line. Only in this way can we clearly control the "benefits" of specific classes and guide students to truly "teach one lesson".

Therefore, superb professional knowledge is the basis of a good review class. Keep pace with the times, master the correct direction and guide accurately; Paying attention to students and "helping the poor accurately and making progress hand in hand" are the keys to creating an efficient review class.

t？ seven