Analysis of the Examination Paper of History Monthly Examination in Senior Two (1) This week, our school organized the first monthly examination. Now, according to this exam, the summary is as follows:
First, the analysis of test questions
This proposition starts with examining students' basic knowledge, focuses on cultivating students' innovative spirit and practical ability, and selects three types of questions, which have the following characteristics:
1. The proposition is student-oriented, which effectively reflects the requirements of quality education for all, conforms to the students' cognitive level and the teaching practice of the school, and has no deviation or omission.
2. The test questions focus on basic knowledge and the examination of students' application of basic knowledge and skills, which are embodied in the first and third questions.
3. The test questions reflect flexibility. Starting from reducing students' academic burden, reducing the content of rote memorization and embodying innovative education are helpful to improve students' ability.
exist problem
First, students: 1, unclear historical facts, is a fatal weakness. 2. Some students have incorrect attitudes. Either they don't pay attention to it, or they think history is easy to learn, and they just recite it, so they can catch up quickly even if they fall behind. 3. Lack of ability to solve problems. How to find the best item from the four options and improve the correct rate; How to examine the questions well and answer them closely; How to arrange papers reasonably, score as many as possible and so on. 4, reading is not detailed. I didn't listen to the teacher's advice, thinking that I wouldn't take exams everywhere, so I was lucky and suffered a heavy blow. 5.i can't read. Students are used to reading a textbook from beginning to end, but pay less attention to grasping the pulse of historical development, appreciating the connection between historical events and appreciating the profoundness of history. 6. Students' autonomous learning ability is poor and they are servile. They refused to work hard and took the initiative to memorize their enthusiasm. This is the main reason for their unsatisfactory grades. The eighth grade is the most polarized period for middle school students. Good students can get about 90 points, while poor students can only get about 10. The gap is too big.
Second, teaching: 1, the class hours and content are limited, and often it is taught across sections, which leads to students' inability to form a systematic understanding of the whole section and affects their mastery of the teaching materials. 2. Insufficient supervision and inspection. 3. Historical stories can arouse students' interest, but sometimes they are too long to be used in class, so they should be adjusted appropriately in future history classes. 4. The teacher's failure to dig the teaching materials leads to some questions that students have not touched during the exam, and some knowledge points have not been mentioned at all during the lecture. As a result, students can't answer them.
Other aspects: 1. The examination questions are difficult and large. 2. The tight time before the monthly exam, more content and less review time is also a reason for the poor exam results.
In view of the above reasons, in the future teaching work, I should always do:
1. In class, teachers should explain social knowledge thoroughly, have clear views and make comments in place. There can be no right and wrong, ambiguous situation.
2. Unit tests and classroom exercises should be centered on teaching materials, with appropriate difficulty, and should not be divorced from students' reality.
3, students' classroom discussion or cooperative learning, teachers should do in-depth research before class, to fully grasp this point? Degree? .
4, according to the teaching progress and the actual situation of the school, combined with teaching materials as much as possible to arrange some social practice activities integrating theory with practice.
5. In the process of taking a new lesson, you can arrange some homework properly in the homework after class, which requires the cooperation of students and parents.
6. The evaluation of students' classroom lectures, discussions and answers should be objective and fair, and we should not praise and say yes blindly.
In addition, it is also important to teach students some learning methods and review methods:
1. Lead students to review, give specific content in each class, then draw back in groups, draw back in class representatives, and then connect the knowledge system in series by teachers, so that students can have a complete historical concept.
2. Teachers should unify their thinking and strengthen basic training; Learn more about students, put facts and reason, and let them understand the importance of history learning. Let some students who have made great progress in history introduce their learning experience, so that students can understand that the improvement of historical achievements is not unattainable.
3. Teach students how to read and think; Exercise evaluation is not only the reproduction of knowledge, but also the improvement of skills; Reasonable arrangement of class hours, reflecting subject knowledge and attaching importance to structural system; Attach importance to the improvement of students' ability.
4. Collect more information. Use a variety of teaching methods in the classroom to mobilize students' senses and make them interested in undergraduate content.
5. Communicate with students after class, listen to students' voices, and narrow the distance between students, which is conducive to the smooth progress of teaching.
In short, through this exam, I realized that there are still many problems and shortcomings in my teaching work. Under the new educational form, new courses, new textbooks and new ideas have given our teachers and students brand-new practical experience in education and teaching, but our practical teaching experience is still quite limited, which requires long-term exploration and efforts of all our teachers in order to seek development in educational reform.
Analysis on the Examination Paper of History Monthly Examination in Senior Two (2) 1. Analysis of Examination Questions
The full mark of this exam is 100, which consists of five major questions. Questions include multiple-choice questions, judgment and reasoning questions, picture recognition questions, material analysis questions and comprehensive inquiry questions. It can be said that the types of questions are diverse and close to those of the senior high school entrance examination.
From the point of view of the number of questions, there are five major questions, covering the knowledge of the first unit, which basically measures the mastery of the knowledge part of the first unit required by the curriculum standards.
In terms of difficulty, the test questions are relatively simple. There are no strange questions and partial questions, with a maximum score of 99 points.
Second, the examination paper analysis
The first big question 18 multiple-choice question, 36 points. Generally speaking, students' grades are basically around 34, and the main mistakes are 9, 65, 438+02, 65, 438+09, 20. The reasons are as follows: The land reform after the founding of New China has not attracted people's attention in that area, and it is also a place that is easily overlooked in lectures at ordinary times. 49660.68668686666
The second main topic is judgment and analysis. Students are not good at examining questions and don't understand them. Because they haven't done similar questions before, most of them are 9 points and 6 points, and the third question is wrong, so the focus of reading questions is wrong.
The third topic, material analysis, has three main problems. Beat? American emperor ambition wolf? The symbolic answer is victory in the War to Resist US Aggression and Aid Korea. There are only two reasons for the victory of small-scale war.
The mistakes in the fourth question are mainly in the second question. Are the students right? Is the conversion of land ownership unclear? Take it for granted that you don't look at the picture. Reasonable suggestions for rural scientific and technological innovation can not be put forward. The last question, the second question, the role of the Tenth Five-Year Plan. Actually, it's a transformation of his meaning. The students still answered the meaning intact.
On the surface, the shortcomings of the test paper are untidy and irregular writing, which shows that students do not pay enough attention to their own thoughts.
Third, teaching suggestions
1, we should attach importance to the subject of history ideologically.
History is a subject of senior high school entrance examination for several years, and the history of senior two is more important. Judging from the examination paper, the quality of students' answers is not high, the handwriting is not neat, and there are six blank papers with big questions, which shows that students don't pay enough attention to their thoughts and their knowledge is not in place. Modern history is the focus of the senior high school entrance examination, accounting for nearly half of the scores, ensuring teachers to complete teaching tasks with high quality; Teachers must attach great importance to the knowledge of modern history and ask students to master the basic knowledge points accurately.
2, according to the "curriculum standards" for teaching.
Curriculum standard is the basis and standard of history teaching and examination proposition. It puts forward specific learning objectives for students to learn historical knowledge, and specifies and explains what students learn and to what extent. Therefore, in history teaching, we must seriously study the curriculum standards. Part-time teachers can also refer to the learning objectives in the workbook. )
3, strengthen the foundation, pay close attention to the implementation of basic knowledge.
The implementation of basic knowledge points: people, time, place, reason, process and influence are the most basic knowledge points in history, which must be firmly grasped, and repeated memory is the most important method.
4. Strengthen training and pay attention to consolidation.
While doing a good job in teaching basic knowledge, teachers must also carry out homework exercises after class, exercise in exercise books, implement basic knowledge points repeatedly and pay attention to consolidation.
5. Pay attention to the summary and induction of what you have learned.
The historical knowledge must be summarized in units and small items in time, and the historical knowledge must be run through with lines, so that students can have a certain understanding of what they have learned and master it clearly.
6. Pay attention to the cultivation of the ability of reading, recognizing, filling and analyzing drawings.
First of all, we must master the basic teaching material map; Read history by pictures, tell history by pictures, establish close graphic connection, and then tap the tacit knowledge of textbook drawing. Students must remember, understand and master some pictures in the textbook.
7. Strengthen the training of material questions.
Strengthen the cultivation of students' ability to interpret, analyze, extract and process information, guide students to learn to grasp key words, words, sentences, sequences, quotations and other information in materials, and require students to express them in concise and accurate language.
About the analysis and recommendation of the history test paper in Grade Two: 1. Basic information:
There are three classes in Grade 8 in this midterm exam, 1 14 students. The highest grade score is 95, the lowest grade score is 10, and the average score is 7 1.4 respectively. 53.6; 66 points. Generally speaking, the students' level has been tested.
Second, the test analysis:
1, comprehensive questions, in line with the senior high school entrance examination.
2. The examination is wide and comprehensive.
3. The difficulty is moderate and the key points are prominent. The design of this history test is also reasonable in difficulty, and the examination of key knowledge is very prominent.
4. The test questions are flexible and focus on double bases. The proposition of this exam is very flexible, but the knowledge points examined are all in the textbook.
In short, this history exam is a relatively successful one, which can test students' knowledge and ability.
Third, the test paper analysis:
(1) multiple-choice questions.
Multiple choice questions focus on students' basic knowledge. There are 25 multiple-choice questions in this exam, with a total of 50 points. Most students can get 42 points, some students 10-20 points, and their grades are very poor. 3, 8, 13 has a high error rate in multiple-choice questions, because students can't study and use flexibly, resulting in losing points.
(2) Connection questions.
The students' answers to this question are the best in this question, with few points lost and accurate knowledge in place.
(3) Material analysis questions.
Students are the most dissatisfied with the answer to this question, with more points lost and insufficient knowledge points.
The emergence of these problems reflects that students' skills and comprehensive ability in history study and history examination need to be further improved. The main problems are as follows:
The basic knowledge is not solid enough, which is reflected in different degrees in multiple-choice questions and non-multiple-choice questions. Analyzing the reasons is inseparable from students' learning attitude and learning methods.
(2) The questions are not carefully examined, the answers are not serious, and the expression is not clear. In the paper, it is very common that the meaning of the question is not deeply understood, the thinking of writing and expression is confused, the article is irrelevant, the answer is irrelevant, and the question is not considered comprehensively. All these reflect the lack of students' thinking and expression ability, and need to be trained and guided in the usual history teaching.
③ The students' answering machine is not flexible. Judging from the answers to some open questions, some students' historical thinking ability and practical application ability are very weak, and some students can answer the teacher's answers word for word, otherwise they are irrelevant and irrelevant. This shows that students' innovative thinking and test-taking ability, and their ability to grasp effective information to answer questions need to be improved urgently.
④ Lack of ability to evaluate historical issues. Students lack dialectical logical thinking on how to evaluate historical issues, and only grasp one aspect unilaterally, so they can't make a comprehensive evaluation from both positive and negative aspects, which is also related to the lack of infiltration of historical materialism in some teachers' usual teaching.
Fourth, teaching improvement measures:
1, implement basic knowledge, and some basic knowledge of history in textbooks must be implemented in a down-to-earth manner so that students can master it accurately.
2. Cultivate students' basic ability to read, identify and extract effective information from materials; Cultivate students' concise and accurate language expression ability; Cultivate students' thinking ability of comprehensively analyzing problems.
3. Improve the answering skills, strengthen the cultivation of the ability to examine questions, so that students can learn how to extract effective information from materials; Strengthen the cultivation of standardization of answering questions, so that students can answer questions point by point, serially and paragraph by paragraph; Strengthen the cultivation of subject language organization ability, so that students can learn to choose and re-integrate knowledge according to the requirements of the topic.
4. Pay attention to the historical pictures in the textbook. For some historical pictures in textbooks, students must look at pictures, read pictures and know pictures in order to understand and tell history with pictures. It is also an effective means for students to make clear historical pictures.
5, pay attention to the summary of historical knowledge, the historical knowledge must be timely summarized in units and small items, and the historical knowledge learned throughout, so that students have a certain understanding of what they have learned, and clearly grasp.