First, the paper analysis

This kind of examination focuses on the basic knowledge and has a wide range of knowledge, which is suitable for all students. The difficulty of the exam is moderate. According to the basic requirements of new textbooks and curriculum standards for all students, the examination focuses on comprehensively examining students' basic knowledge. Ask questions based on reality, and examine the potential of students to analyze and solve problems. The problem reflects the concept of the new curriculum, the requirements, process and methods of the curriculum reform.

Test paper structure: full score 100, time 60 minutes. The examination materials are the second volume of seventh grade history published by People's Education Press, and there are two types of questions. Multiple choice questions, 50 points, non-multiple choice questions worth 50 points. 100.

Second, the reasons for students to answer questions

Question 1: Select 20 questions. The topic is moderately difficult, and each unit is "the most tired", "people" and "culture".

Question 2: Non-multiple choice question 2 1-24. The difficulty of the question is moderate and great. Commercial economy, political reform measures in Ming Dynasty, characteristics of imperial power, harmony as one family, historical facts of contacts with Tang Dynasty, main measures to control Tibet, classification of science and technology culture by time, and evaluation of achievements of ancient science and technology culture in China.

1. Students' grasp of basic concepts is vague, their basic knowledge is not firm, their study is not systematic enough, and their potential to analyze and solve problems needs to be improved. It is related to the incorrect attitude of students in learning history. Some students are seriously partial to subjects and think that history should not be studied at ordinary times. Just read the exercise books or pass the unit questions before the exam. Other students have not mastered the correct method of learning history, do not understand the knowledge of history, memorize by rote, and the feedback of mapping is not timely, which is related to the lack of training and consolidation exercises.

2. The application of historical knowledge has poor migration potential, unable to connect with society and life, and lacks basic life knowledge. Basic knowledge can not be applied correctly under the new curriculum standard, and it is not good at analyzing problems.

3. The potential of examining questions is poor, so it is impossible to extract the information implied in the questions and analyze and solve the problems according to the information brought by the questions. If you know a little about the meaning of the question, you can answer it by experience or impression. It is related to students' poor reading comprehension potential, unable to find key words and summarize the central meaning.

Third, improvement measures.

1, teachers should change the concept of history teaching, firmly establish the new curriculum concept, clarify the functions and objectives of history teaching, stimulate students' interest in learning history, and strive to maintain students' interest in learning and turn it into learning motivation, so as to cultivate correct learning methods. Putting the three-dimensional goals into concrete teaching practice can effectively improve the teaching quality of each class and promote the all-round development of all students. Seriously study the curriculum standards and new textbooks, fully understand the differences among students, effectively carry out hierarchical teaching and classified guidance, teach students in accordance with their aptitude, publicize their individuality, seriously study new textbooks, explore the depth of textbooks, expand the breadth of textbooks, integrate curriculum resources, carefully prepare lessons, and improve the potential of controlling textbooks.

2. Constantly improve teaching methods, create a lively and interesting classroom atmosphere, and let all students participate. In accordance with the requirements of curriculum standards, focus on key points, break through difficulties, strengthen practice, and implement basic knowledge in a down-to-earth manner. Flexible and diverse methods should inspire students not to cram, not to learn by rote, to guide, not to substitute, to make students think, not to talk to the end, to teach because of learning, not to teach because of teaching, to pay attention to changing teaching methods and learning results, and to pay attention to the learning process.

3. Pay attention to the teaching of basic concepts and laws, so that students can recite them on the basis of understanding.