Beijing senior high school entrance examination exchange QQ group:119408121.

Analysis on the overall difficulty of ideological and moral course in Beijing senior high school entrance examination;

The ideological and moral character of the senior high school entrance examination in Beijing has ended. Compared with previous years, we will find many differences. Here, Mr. Ma makes an overall analysis and summary of the chemistry test paper of the senior high school entrance examination from three aspects: the layout of the test paper, the difficulty of the topic and the comprehensive quality, and summarizes the experience and lessons, which will be helpful or instructive to the future study and teaching.

The answer analysis of the ideological and moral examination paper in Beijing senior high school entrance examination has the following characteristics:

First, the characteristics of the test questions

The ideological and moral examination questions of senior high school entrance examination in Beijing adhere to the principle of "four advantages" and the organic unity of knowledge examination and ability, emotion, attitude and values examination, which makes the examination questions have high reliability and validity, as well as necessary discrimination and difficulty. In the form of proposition, it is refreshing to focus on stability, seek change in stability and seek innovation in change.

1. Proposition specification, reflecting the requirements of description.

(1) According to the structure of the test questions, the test questions consist of 25 multiple-choice questions and 3 subjective questions, and the ratio of subjective questions to objective questions is1:1; Among the subjective questions, 7 points for analysis questions, 8 points for analysis questions, and 10 for exercise inquiry questions, which fully meet the requirements of the examination instructions.

(2) According to the proportion of modules, there are 5 current political topics, accounting for10%; Six multiple-choice questions in grade seven scored 6 points, and the subjective questions were scattered in 26(2) and 28( 1)(3) in the form of answer points, about 4 points, totaling 10; There are five multiple-choice questions in grade eight (the sixth question overlaps with grade seven and grade nine), with 5 points, and subjective questions 27( 1)(2), 26(2) and 28 are scored individually, about 10, and the total is 15; Nine grade multiple-choice questions, 9 points, 26 subjective questions (1) and 28 subjective questions (1)(2)(3), about 1 1 points, a total of 20 points, which meets the requirements of the examination instructions.

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(3) From the expression of test questions, from multiple-choice questions on current affairs to practical inquiry questions, each question has concise words, standardized expressions, clear levels and clear requirements, and does not deliberately set obstacles in the examination of test questions, highlighting the examination of students' ideological and moral cultivation.

(4) according to the requirements of energy level, there are basic questions to investigate knowledge accumulation (such as current affairs question 5, question 20). There are also intermediate questions (such as multiple-choice questions 6,7, 1 1, 13, 14,17,23, etc.). ), and more difficult questions (such as 26 (2)

(5) From the examination content, the 20 13 ideological and moral questions examined the need to overcome setbacks, respect cultural diversity, protect minors, the order of social life, the fact that the Constitution is the fundamental law of the country, the rights and interests of consumers, the relationship between cooperation and competition, governing the country according to law, China's political system, the leadership of China's * * * production party, and enjoying the fruits of economic prosperity, peaceful development and hard struggle.

2. Ability to conceive, reflecting the concept of curriculum reform

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The Outline of Basic Education Curriculum Reform (Trial) points out that it is necessary to "attach importance to examining students' ability to analyze and solve problems". The Curriculum Standard for Ideological and Moral Education (20 1 1 Edition) also points out that "it is necessary to strengthen the research on the proposition of ideological and moral examination, pay attention to examining students' ability to use knowledge to solve practical problems in moral practice, and give full play to the correct guiding role of examination in teaching." In order to meet the requirements of the curriculum reform, the ideological and moral questions in the 20 13 senior high school entrance examination adhere to the concept of ability, and examine the students' ability to use what they have learned, analyze and solve practical problems from multiple levels and angles. For example:

6. Mo Yan won the Nobel Prize in Literature in 20 12, but his literary career was not smooth. After his work was sent out, many rejection letters came and he was even ridiculed. But he never gave up, persevered and finally succeeded. This shows that (d)

You can succeed through setbacks; 2 overcoming setbacks requires tenacious struggle.

Life will inevitably experience setbacks, so be optimistic and confident in the face of setbacks.

A.①②③B.①②④C.①③④D.②③④

Taking Mo Yan's Road to Success as the material, this paper examines students' knowledge transfer ability and multi-angle interpretation ability. Another example: 26(2) What should teenagers do in order to write "national feelings"? Test students' ability to solve practical problems. How to write "national character" depends on different angles, and the measures and methods will be different. We can give a comprehensive answer from the aspects of morality, law and national conditions.

3. The materials are novel and reflect the characteristics of the times.

Strengthening the connection with social reality and students' life experience and reflecting the characteristics of the times is one of the important characteristics of the ideological and moral examination questions of the 20 13 Yangzhou senior high school entrance examination. For example, building a well-off society in an all-round way, commemorating the 30th anniversary of the promulgation and implementation of the Constitution, strengthening the restriction and supervision of power, the Chinese dream, and beautiful China. It embodies the brand-new ruling idea and ideal of the new leadership collective; Mo Yan won the prize, and Jiangnan style became popular. Chinese Wind Crossing the Street, I'm Not Bad, CD Action, Micro Age and Positive Energy are exactly what we see, hear, talk and think in our lives, with a strong flavor of life and a strong color of the times.

4. Local resources, reflecting the characteristics of Yangzhou

Using local resources, creating problem situations and examining students' knowledge, ability, emotional attitude and values is a fine tradition of ideological and moral proposition in Yangzhou senior high school entrance examination. Question 23 of 20 13, taking the 130 key "popular support project" being implemented by Yangzhou municipal government as the carrier, examines the significance of implementing the "popular support project"; 27(2) Taking Yangzhou with sky blue, clear water, green land, beautiful city and more civilized people as the background, this paper investigates how to build a beautiful Yangzhou, and inspires students to love and build their hometown. 28(3) The introduction of "Top Ten News Figures" in Yangzhou, such as "the most beautiful passenger", "rice mother" and "honest boy", has enhanced students' pride, and inspired students' internal motivation to meet virtuous Si Qi, contribute to society and transmit positive energy.

5. Moral guidance, reflecting humanistic care

The test questions create problem situations around "growing me, my relationship with others, my relationship with the collective, the country and the society", which causes students to think about how to correctly understand "growing me" and how to deal with the relationship with others, the collective, the country and the society. It not only examines students' emotional attitudes and values, but also gives play to the moral education function of ideological and moral examination questions, which embodies the proposer's humanistic care for students. For example, the sixth question, based on Mo Yan's growth experience, inspires students to correctly treat the setbacks encountered in life; Question 25: By resisting "waste on the tip of the tongue" and advocating "CD action", students are encouraged to develop a frugal lifestyle; Question 10 guides teenagers to learn to protect themselves in the form of songs; Question 13, using the classic lines "Not bad for me" to teach students to be self-reliant and self-reliant, "You have to shoulder the burden" and so on, which reflects the concern for "growing me". Question 7 guides students to learn to deal with the relationship between "I and others" from the perspective of correctly treating foreign cultures, question 12 from the best way to solve the "generation gap", and question 18 from the correct relationship between cooperation and competition. 1 1 The topic is about "Chinese-style crossing the road", 15 is about events that damage the image of Chinese people, 26(2) how to write "national feelings", 28( 1) how to meet the "micro" era, and 28(2) how to exert positive energy.

Second, the reasons for losing points

1. The exam is unclear.

Some students made mistakes because of nervous exams and poor abstract generalization ability. For example:

19. For the illegal crimes of producing and selling toxic and harmful foods, such as tainted milk powder, lean meat, gutter oil, etc., the people's voice for quick and severe punishment is very high, which requires law enforcement agencies to do (b).

A. there are laws to follow. B. Law enforcement must be strict. C. safeguarding rights according to law. D. Integrity management

The subject points to law enforcement agencies, and non-law enforcement agencies cannot choose. The subject of A is the legislature, the subject of C is the consumer, and the subject of D is the operator. Therefore, A, C and D should be excluded, but some students lost points because they chose A by mistake because of unclear examination questions. Another example is question 2 1. Some students didn't read the comics carefully, only saw the producer of China * * *, but didn't see the big ship, so they chose the wrong answer B.

2. No information allowed

According to the materials, extracting effective information is an important part of high-quality answers. Judging from the situation found in marking, quite a few students have poor ability to extract effective information, and it is very common to lose things. For example, 26( 1) requires an answer to what phenomena and problems are reflected in the first document. First of all, it needs to be clear that the first material consists of two parts: the change table and explanation of China's GDP from 2008 to 20 12; Secondly, it is necessary to make clear what problems are reflected in the table and the note respectively. In the table, the gross domestic product continued to grow, from 310.4045 billion yuan in 2008 to 2/kloc-20 1.9322 billion yuan, indicating the economic development and national strength of China. Notes reveals the problems of population, resources, environment and consumption in the process of China's economic development. Third, we should combine forms with notes. At the same time of economic development, we are also facing some new problems and challenges. Another example is 27(2). Many students pay attention to "being brave in innovation" and ignore the subject of "being brave in innovation", which leads to the omission that "teenagers are the future of the motherland and shoulder the historical responsibility of realizing modernization".

3. Migration is invalid

Poor transfer means that students cannot mobilize and apply relevant knowledge to analyze and explain relevant social phenomena, judge and evaluate relevant viewpoints, and propose one or more solutions to problems according to the meaning of the questions. For example, what should teenagers do in order to write "national feelings"? This topic is divergent, focusing on students' knowledge transfer ability. Judging from the answer, it is not ideal. Many students only moved the last section of textbook P98 in Volume 8 (Part 2) to the examination paper, and did not integrate and transfer knowledge within the scope of the textbook, resulting in incomplete scores and loss of points. Writing "national feelings", from the legal point of view, is to consciously fulfill the obligation to safeguard national unity and national unity; Culturally, we should respect the customs, languages and religious beliefs of ethnic minorities; From the national conditions, we should support the national policies of the Party and the country, support the strategy of developing the western region, safeguard national unity and fight against all kinds of words and deeds that undermine national unity.

4. unclear thinking

The idea of answering questions is not clear, which is mainly manifested in three aspects: First, it is impossible to make a reasonable choice according to the requirements of the topic. Because it is an open-book exam, you can read the textbooks at will. Some students don't care what they need to answer, and they don't need to answer. As long as it is touched a little, it will spare no effort to copy it into the test paper, doing a loss-making business that takes time and loses points. Second, regardless of priorities, grab your eyebrows and beard. For example, in 26(2), it is required to comment on Xiaoming's view that "as long as the environment is well protected, beautiful Yangzhou can be built". Some students only comment without analysis, saying that "this view is very one-sided"; Some students spent a lot of energy to answer why and how to protect the environment, but did not answer "to build a beautiful Yangzhou ……"; Some students answered, "Protecting the environment may not build a beautiful Yangzhou, but if …" Thirdly, the answer that you can go wherever you want is illogical. For example, judge 26(2) first, and then divide it into two levels: "To build a beautiful Yangzhou, we need to protect the environment" and "To build a beautiful Yangzhou, we need ……". However, many students did not answer the questions in this logical order, often one answer after another, and the answers were random and messy.

Third, teaching suggestions

The problems existing in the ideological and moral examination questions and candidates' answers in Beijing senior high school entrance examination enlighten us;

1. Attach importance to examination research and grasp the direction of proposition.

The explanation of the senior high school entrance examination, the curriculum standards and the ideological and moral textbooks for grades 7-9 (Su version) are the basic basis for the proposition of the senior high school entrance examination. Therefore, in teaching, we should thoroughly understand the explanation, curriculum standards and teaching materials of the senior high school entrance examination, carefully study the examination questions in the past three years, grasp the direction of the proposition, and improve the pertinence and effectiveness of teaching.

2. Improve the teaching mode and improve the teaching efficiency. Throughout our class, it is still very common for teachers to make appointments and talk at the end. Students are difficult to learn, teachers are tired and teaching effect is poor. Teachers can't study instead of students. The biggest role of teachers is to stimulate students' desire to learn and give them motivation to learn; It is to teach students scientific learning methods, so that students can learn effectively or even efficiently; It is to create a harmonious teaching atmosphere and let students study happily; It lies in scientific guidance and ingenious guidance, so that students can learn successfully. We should actively explore and combine students' autonomous learning and cooperative learning with teachers' effective guidance, which promotes the transformation of students' learning methods and the improvement of their academic performance.

3. Consolidate the knowledge base and strengthen the ability training.

In the "three-dimensional" target system, knowledge is at the forefront, which is a necessary prerequisite for the formation of ability and modal values. Therefore, students should be guided to consolidate their knowledge base in teaching. (1) Implement the test sites one by one according to the Instructions for Senior High School Entrance Examination, so that the test sites must be checked. (2) Pay attention to knowledge arrangement and build a knowledge network. The content of ideological and moral education in grades 7-9 revolves around the growing me, my relationship with others, my relationship with the collective, the country and the society, and a lot of knowledge is interrelated and cross-cutting. In the review teaching, students should be guided to sort out the knowledge, find out the internal relations and draw the knowledge structure map. (3) according to the requirements of energy level, highlight the backbone core. "Notes for Senior High School Entrance Examination" is the basis for guiding the review of senior high school entrance examination. We should make great efforts to review all the test sites listed in the Notes for Senior High School Entrance Examination as the level of understanding and application, as well as the main knowledge and core test sites closely related to students' life and social reality.

Adhering to the concept of ability is the general orientation of the proposition of thinking discipline, and strengthening ability training is an unchangeable way for thinking discipline to take the exam. (1) Strengthen knowledge memory and pay attention to knowledge accumulation. Only by remembering the prison can we think of it and use it accurately. (2) Strengthen knowledge application and cultivate migration ability. In teaching, we can take practical problems that students should care about and understand and related social hot issues as topics, guide students to analyze, explain and evaluate what they have learned, and cultivate their knowledge transfer ability. (3) Strengthen problem training and improve the ability to solve problems. In classroom teaching, we should pay attention to the combination of speaking and practice, promote speaking through practice, and combine the teaching of problem-solving skills and methods with solving specific problems, so that students can learn to solve problems in solving problems. When marking papers after the exam, we should integrate knowledge correction, method teaching, proposition intention and skill analysis, guide, guide and urge students to sum up and reflect, so that students can change from passive candidates to conscious candidates.

4. Strengthen the application of knowledge in connection with real life.

National policies, social hotspots, major local events, and doubts and difficulties in students' lives are all hot spots and highlights of the senior high school entrance examination. Usually teaching should make students know and understand, guide students to explain and evaluate what they have learned, and guide students to try to solve practical problems. In the specific operation, the first review can adopt the way from knowledge to hot issues to cultivate students' habit of paying attention to real life; In the later stage of review, we can adopt the way from hot issues to knowledge elements to cultivate students' ability to interpret materials from multiple angles.

5. Pay attention to psychological counseling and resolve exam anxiety.