Mathematics is difficult, background knowledge is very important, and knowledge points are a lot of bits and pieces.
English is average, and I took more tests.
Chinese is more difficult. Many people are wrong in the classical Chinese, and so are red lanterns, especially in their choice.
Physics is the most annoying subject. I heard that it was the contestants who wrote the papers, and now the teacher is almost cursed to death.
Although chemistry is not as difficult as physics, it is also much more difficult than the previous year, and there are many traps.
Politics is as difficult as physics, and these two subjects are now the most scolded on the Internet.
Both biology and history can be used, and there are few people in geography, so few search engines say geography …
Finally, attach the analysis of the official examination paper of the Education Examinations Institute:
Comments on the Unified Culture Examination Paper of Shanghai College Entrance Examination in 2008
(Date of Issue: June 2008 12)
language
In the aspects of reading material selection, proposition conception and question design, the Chinese examination paper for the autumn college entrance examination in Shanghai in 2008 takes the ability conception as the examination goal, pays attention to the cultivation and accumulation of candidates' ability to solve problems, distinguishes different levels of candidates from the perspective of ability, promotes Chinese teaching and improves students' Chinese ability and quality.
First, the proposition composition activates speculation
The composition topic "They" constitutes a highlight of the whole paper.
Primary and secondary school students have had the experience of determining a specific individual as the writing object, such as "you", "me" and "him". This question requires that individual writing should be changed into group writing and "their" writing, so as to effectively distinguish the proposition from previous exercises and enable candidates to compete at the starting line in relatively equal when facing a brand-new proposition. At the same time, it is also a brand-new perspective to activate the feelings and thinking of candidates, guide candidates out of the individual and self, learn to care about others, and learn to pay attention to society from multiple angles.
Formally, this topic is also a propositional composition. Proposition composition often has specific requirements. If it is not handled properly, it will limit candidates' imagination, thinking interest and even inhibit their desire to write. Therefore, if students want to have something to say and have the impulse to write, they should keep the given topic quite open. The openness of the topic "they" is reflected in many aspects such as theme, genre and thought. As far as the subject matter is concerned, if the examinee is a character in narrative life, he can choose any group to start narrative description. This can be "them" of different ages and genders, or "them" with different interests, or "them" of a specific social class, or "them" with different experiences, or "them" of different nationalities, countries and beliefs. Stylistically, this topic is also all genres and expressions except poetry. In various styles such as narration, lyricism, discussion and even explanation, candidates can have room to gallop and show their openness. The topic of "them" is also quite open at the speculative level. If the group nature of "people" in the title and the relationship between "them" and "us" provide conditions for philosophical thinking, then such thinking is abstract and metaphysical after all. Only by combining the excavation of ideological content with the choice of subject matter can the openness of thinking be firmly supported. For example, it is based on the thinking of reality, and it is the non-objective reports or even distorted reports of some western media during the overseas relay of the Olympic torch, which leads to the thinking of "them", "us" and "them" and how they understand "us" and "us" and "them". 5. 12 The touching people and events that emerged in the Wenchuan earthquake also opened a realistic thinking for showing "them", understanding "them", thinking about "them" and thinking about the relationship between "them" and "us", including the relationship between "them" in disasters and "them" and "us" in daily life.
Second, the anthology focuses on classics.
Reading anthology, in addition to continuing the previous proposition tradition and choosing a comment, especially emphasizes the analysis and understanding of literary classics, which has become another highlight of Shanghai Chinese volume.
In the second paragraph of Modern Literature, Han Niu's essay "Hanging the Red Lantern High" is selected. This narrative prose contains sincere feelings and profound connotations. The whole article is concise and very literary. It is impossible to write such a work without experiencing the hardships of life and having a profound literary foundation. Nowadays, many essays are vague in content, even creating feelings for the text and moaning without illness. Affected by this, many middle school students have poor reading taste and their compositions are often flashy. Lantern red is chosen to guide candidates to read and pay attention to classic literary works.
In ancient Chinese, a historical biography of the Tang Dynasty and a short essay at the end of the Ming Dynasty are selected. These two works are classics in literary works, which are relatively simple and suitable for students to read and understand classical Chinese. The former is relatively plain, compact, vivid and readable; The latter has beautiful words, changeable sentence patterns, dotted landscapes, lyrical comments, ups and downs, and a thousand miles of space. These two classical Chinese are both interesting to read.
In addition, when designing test questions, whether it is the information screening of current affairs articles or the appreciation of literary works, we strive to understand and grasp them from the overall perspective, and emphasize reading different types of texts in an appropriate way, which has become the third highlight of this volume.
mathematics
Guided by the guiding ideology of promoting quality education and selecting new students in colleges and universities, the mathematics examination paper for the autumn college entrance examination in Shanghai in 2008 attaches importance to the examination of "double basics", mathematical thinking methods and research learning ability of middle school mathematics based on the scientificity and rigor of the examination paper. It is embodied in the following aspects:
First, strengthen the "double-base" examination with the curriculum standard as the key link.
The test paper is based on the foundation and comes from the teaching material. Most of the questions in this year's math test paper are presented with common background, simple questions and conventional methods, which are close to the actual situation of students' cognition. About two-thirds of the questions in the test paper come directly from the textbook, and some examine the understanding of basic concepts. For example, the ninth question of science (liberal arts 10) examines the concepts of variance and median, and the questions of science 12 and science 13 (liberal arts) examine the understanding of the combination number formula and the definition of the plane vertical line respectively. Some investigate the application of knowledge and mathematical methods, such as science 10, science 17 (liberal arts); Some of them are typical examples in textbooks, such as the science topic 18( 1). Therefore, a prominent feature of this year's examination paper is that it closely follows the textbook, paying special attention to the understanding and mastery of basic knowledge, which embodies the examination goal of the college entrance examination-the examinee's understanding and mastery of the "outline" and "book". Especially the variance and median test, aims to guide teachers and students to pay attention to the standardization of middle school mathematics teaching and correct the randomness of teaching content brought by the test.
Second, improve students' mathematical literacy and pay attention to the examination of mathematical thinking methods.
Adhere to the examination goal implemented for many years-attach importance to the examination of mathematical thinking methods. For example, science 10, if the conditions are expressed graphically, the problem will be solved; Science problem 1 1, find out the discriminant conditions of equation roots from "shape"; Science (liberal arts) problem 15, we should find the mathematical form that meets the problem conditions from the geometric figures. These all reflect the thinking method of combining numbers and shapes; Another example is the discussion on the transformation of inequality into the maximum value of function in the science topic 19(2), which embodies the thinking method of reduction; Another example is the 20th (3) question of science. When pointing out which points on the conic can correspond to the parabola about axis symmetry, it needs to be discussed by classification.
Third, for the purpose of advocating research-based learning, adhere to the ability-based examination.
The idea of paying attention to ability in examination papers is reflected in the examination style of combining mathematical ability with general ability that has been consistently adhered to in recent years. Under the background of vigorously advocating independent innovation, it is particularly important to advocate research-based learning. Mathematics test paper is trying to build such a platform. For example, science topic 1 1, by prompting specific equation solving methods, requires candidates to understand the essence of the above methods and combine the characteristics of power function and inverse proportional function images to solve the equation root problem in the new situation; Science 15 defines the "superior" relationship between points on the plane by the size of the vertical axis and horizontal axis of the points on the plane. After understanding the "superior" relationship in mathematical form, it is not difficult for candidates to determine the set of "most" advantages in the disk area on the plane. These questions aim to examine the potential autonomous learning ability of candidates. For example, the second and third sub-questions of 20 questions in science guide candidates to analyze the corresponding form of ellipse first, and then analyze which points on the quadratic curve can correspond to the parabola about axis symmetry from the opposite direction. This reasoning process embodies the general method of exploring mathematical problems (especially curves and equations); For another example, the second 1 question in science gives a series defined by recursive relations, and the first1question first allows candidates to experience the form of the series under specific special circumstances. The second and third questions summarize the law of the first term under specific restrictions through experiments and observations, and finally advance to explore the law of further relaxing the first term and tolerance under restrictions. The whole problem embodies the requirement of thinking step by step and studying the problem.
English
In 2008, the English examination paper of Shanghai Autumn College Entrance Examination continued to follow the guiding ideology of "helping colleges and universities to select new students, helping middle schools to implement quality education, and cultivating students' innovative spirit and practical ability". The examination aims to test students' basic knowledge of English language and their language application ability, with emphasis on their language application ability. English papers have the following five characteristics.
First of all, clear objectives.
It fully embodies the ability target requirements of each part in the examination manual. The listening part mainly examines students' understanding and comprehension of spoken English. Grammar part examines the representative knowledge points in senior high school English grammar. Different from previous years, vocabulary questions have changed the form of vocabulary knowledge separation test, requiring candidates to use vocabulary knowledge in discourse to reflect their ability to use vocabulary in context. Comprehensive fill-in-the-blank mainly examines students' ability to understand the context and use vocabulary correctly according to the meaning and structure of the text. Reading comprehension tests the ability to understand reading details, infer implied meaning, summarize central ideas and infer the meaning of phrases in context. The translation part examines students' ability to accurately translate Chinese meaning into English by using English language knowledge. The composition examines students' ability to express themselves correctly, coherently and appropriately in English according to the meaning of the question. Different from previous years, this year's composition questions are specially printed with grading standards on the answer sheet, so that students can clearly define the grading requirements of the composition.
Second, it embodies fairness.
Focus on the examination syllabus, curriculum standards and vocabulary manual, and pay attention to different groups of candidates. For example, the fairness between urban and suburban areas, boys and girls and so on. , so that candidates in the city can compete fairly on the same starting line. The examination paper pays attention to the examination of basic language knowledge and skills, so as to correctly guide candidates to master basic English knowledge. The selection of materials in this paper is novel and has no obvious bias. Vocabulary adopts new types of questions, and questions are asked in strict accordance with the examination objectives.
Third, the language is true.
Contemporary foreign language teaching and language testing theories pay attention to the authenticity of language and the teaching and evaluation of communicative competence. These ideas are embodied in this book. All the questions and texts in the first volume are selected from real materials in Britain and America. For example, the oral characteristics of listening content are obvious, and most of them are based on real life scenes in Britain and the United States, including a tour guide to explain the precautions to tourists. Even the stems of the grammar part basically refer to sentences with clear scenes in the original text, so the language is authentic and the scenes are clear, which is conducive to answering questions.
Fourth, the material selection is novel.
The selected materials have a strong flavor of the times. In the comprehensive fill-in and text selection of reading comprehension questions, we should pay attention to the multi-angle and multi-sided selection of materials. Topics include teenagers' correct attitude towards sports, rural life feelings, parents' confusion in the process of educating their children, the economic situation of young people in Britain, and suggestions for solving the global food crisis. These topics involve many fields, reflect the latest ideas and realities in contemporary foreign countries, and are novel in content and rich in information, making the examination process a learning process and a process of obtaining information.
Five, close to reality
The test questions should be close to the real life of the candidates. The topic of the composition is the daily activities of middle school, and the candidates have something to say. However, the specific information given by the title makes it impossible for candidates to apply the memorized articles. In the reading section, select a practical article that a columnist answers readers' questions, accompanied by photos of the writer. The questions are related to the school and students' life, and close to the reality of students' life.
To sum up, in 2008, the English examination paper for the autumn college entrance examination in Shanghai strictly followed the requirements of the examination syllabus and followed the language testing theory, which not only assessed students' basic knowledge of language, but also paid attention to students' language use and communicative competence, and strived to play a positive guiding role in English teaching in middle schools. The examination paper has a broad vision, a certain breadth and depth, which provides a platform for candidates to show their English ability.
Comprehensive ability test
On the basis of overall stability, the comprehensive ability test paper of Shanghai autumn college entrance examination in 2008 presents the following characteristics:
First, pay attention to the evaluation of students' ability to solve problems by using the basic knowledge they have learned.
Taking the anniversary of Premier Zhou Enlai's birth 10 as an opportunity, this paper makes an investigation on the students' basic mastery level of historical knowledge in connection with major historical events in modern history of China, including China's historical knowledge in the 1920s, 1930s, 40s and 1950s. Another example is to examine students' reading ability by integrating the positions of colored dots in a simple thermometer given in the fifth question of a volume. It seems simple, but it can better reflect students' thinking quality and basic scientific literacy.
Second, pay attention to the evaluation of students' knowledge innovation ability, and provide the basis for selecting talents in colleges and universities.
The problem of infrared radiation mentioned in the ninth question of the first volume of comprehensive science is new knowledge for students. Students need to carefully examine the questions and understand the working mechanism of remote sensing satellites to detect ground objects in order to judge the correct conclusions from the pictures. This topic combines biological and geographical knowledge, which can better examine students' ability to receive and convert information and is an effective test of students' scientific literacy. The title 2 1 of the first volume of comprehensive science introduces what warning color is, and then introduces an interesting simulation experiment, which allows students to guess the rationality of relevant conclusions according to the experimental data and examine the scientific thinking quality of students. The Doppler effect mentioned in question 44 of volume 2 is a common phenomenon in life, and the topic embodies the idea that science and technology provide convenience for life. For students, it is a test of whether they can use the new formula given in the test questions to solve problems. Test questions can effectively reflect students' knowledge innovation ability and distinguish students' ability level, which can be used as a strong basis for selection.
Third, on the basis of integration, highlight the subject characteristics.
The third question in the second volume puts forward a proposition based on the first national college students' Arctic expedition, and examines the students' ability to solve problems by comprehensively applying geographical knowledge in many aspects. This topic examines students' ability to obtain geographic information from maps, their ability to screen and analyze geographic information, and their ability to use existing knowledge to solve problems in the new situation. This big topic integrates the basic knowledge of geography, involving many geographical knowledge points, including world regional geography, basic knowledge of earth and map, geographical environment knowledge and so on. The content of the question has a certain coverage, pays attention to the relationship between geographical elements and has strong regional characteristics.
Fourth, pay attention to the evaluation of students' autonomous learning ability and highlight the spirit of scientific inquiry.
Based on the sixth question in the second volume, a living research project of raw soybean sprouts was designed, which required students to analyze the growth curve of soybean sprouts hypocotyl in white light and dark, and make reasoning and demonstration according to relevant data. At the same time, students are required to transform the data according to the relevant scenes of the research project, and express the processing results in the form of charts. Candidates must sift out useful information from the data. For example, the growth curve of hypocotyl in the dark should be S-shaped, first fast and then slow, and finally the speed will return to zero. Only by understanding these can we draw the speed growth curve correctly. This topic further provides a virtual experiment on the influence of different magnetic field intensities on the growth of soybean sprouts, and some problems are reserved in the research plan. Firstly, students' ability to make assumptions according to the research purpose is investigated, and then students are required to design data records according to the research plan. This kind of test not only requires students to clearly understand the needs of scientific research, but also emphasizes that students must have strict scientific thinking quality. Only students who have been trained in standardized research-based learning can answer better. The subject embodies the idea of guiding students to carry out research-based learning and devote themselves to scientific practice.
Fifth, scene creation is close to life and closely related to hot spots.
The third question in the first volume of Wenzong focuses on the current hot CPI issue, guiding students to use economic knowledge to pay attention to people's livelihood, which has a good guiding role in moral education in middle schools. In addition, the test questions are related to the 30th anniversary of China's reform and opening-up, President Hu Jintao's visit to Japan, the birthday of Zhou Enlai 1 10 and the aging population, so scenario creation is realistic. The second question in Book 2 takes the centennial Olympic Games as a clue, creates a scene, examines students' historical knowledge, and asks questions creatively based on the cultural elements of the 2008 Beijing Olympic Games and China. The fourth and fifth questions in the second volume focus on transportation and energy, examining students' ability to use scientific and cultural knowledge to solve life problems, guiding students to pay attention to society and life, and making students deeply understand the role of scientific knowledge in improving the quality of life.
Six, the infiltration of arts and sciences, interdisciplinary
This year's comprehensive volume has maintained the traditional characteristics of subject synthesis. The first volume of literature review 19 takes the knowledge of physics history as the background to investigate the scientific literacy of liberal arts students. The topic 19 in the first volume of Comprehensive Management is set in the background of classical poetry, which not only examines students' reading comprehension ability of poetry, but also tests students' biological knowledge level, reflecting the propositional characteristics of comprehensive arts and sciences.