Analysis of the Final Examination Paper of History in Junior Two (1)
First, the evaluation of the test paper
1, basic situation of test paper:
The history exam lasts 60 minutes, and the questions include multiple-choice questions, judgment questions and comprehensive ability questions.
2, the basic characteristics of the test paper:
(1) Strong foundation. The test questions are based on the basic knowledge of history and designed with key knowledge. The key point is to examine the students' mastery of the basic knowledge of history.
(2) The elevation is moderate. Based on the learning ability of junior high school students and the current situation of history teaching in junior high school, there are no off-topic and strange questions in the test paper. The difficulty of the whole volume should be said to be moderate.
(3) The topic design is concise. The meaning of the topic is clear, the expression of the topic is clear and simple, and students can see it at a glance when reviewing the topic.
Second, the test scores
In this exam, there are three classes in Grade 7 in our school, with an average score of 67.2, ranking first in the joint exam of 12 schools, which has made great progress compared with the mid-term exam.
Thirdly, the quality analysis of students' answers.
1, advantages
(1) Have a good grasp of the main knowledge of history textbooks. Students can review and consolidate as required, and master key knowledge more skillfully.
(2) Being able to use problem-solving methods correctly. Most students can use the more commonly used direct election method and exclusion method to answer multiple-choice questions.
(3) Be able to answer questions carefully according to their meaning. Most students can carefully analyze the questions according to the requirements of the questions and get the answers correctly.
(4) The academic ability of some students has been improved. Most students' ability to recognize and reproduce is enhanced; Some students are good at using known knowledge to analyze and judge, and the score rate of this judgment question is slightly higher, which reflects to some extent that students have the ability to understand and analyze.
2. There is a problem
(1) Basic skills are not solid. Writing is unfair and irregular, and there are many typos.
(2) Similar knowledge is chaotic, and students' mastery of similar knowledge is weak, which is very common.
(3) The knowledge of drawing is not in place, such as comprehensive analysis of 34 questions, two drawings of material 1 cannot be correctly judged, and Hanyang Iron Works cannot think of the Westernization Movement.
(4) The analytical ability needs to be further improved. For example, the second question of question 34, what role did the Reform Movement of 1898 play? Many students' answers reflect that students' influence on historical events has not been correctly analyzed.
(5) review is not in place. In this exam, the students didn't master the basic knowledge very well, and there were many multiple-choice mistakes, especially 6,8, 1 1,13,21,and the material question 3 1(4). The main reason is that students are not solid in the review process, have no real understanding, and just memorize.
Fourth, improvement measures.
1, pay attention to the training of basic knowledge and basic ability, and adhere to the combination of speaking and practicing.
2. Improve students' ability to read and understand historical materials. Teachers should guide students to read textbooks, introduce extra-curricular historical materials in class, and cultivate students' reading habits and abilities.
3. Pay attention to the cultivation of students' analysis, generalization and comprehensive ability. Analysis, generalization and synthesis are the most commonly used methods in history learning, and they are also the basic contents to test students' ability. Teachers should strengthen this practice in teaching.
4. Strengthen the guidance of learning methods. Teachers should teach students how to examine questions, find the key words of questions and capture effective information in teaching.
5. Strengthen the cultivation of students' written expression ability. Cultivate students' ability to use historical terms correctly and answer questions comprehensively and completely. Emphasize that students must write point by point in the exam, pay attention to clarity, and especially emphasize the serial number of answers.
Analysis of the Final Examination Paper of History in Junior Two (2)
I. Basic information
The examination paper of this mid-term exam mainly comes from the proposition of the county teaching and research section, so it has certain applicability in terms of progress and difficulty. Class 23823910/person, Grade Two, this exam. The situation of this exam is basically like this. There are 93 people who passed the exam with more than 60 points, and 70 people with more than 70 points, ranking fourth in the county. From the overall effect, it basically tested the actual level of students and achieved the purpose of examination and teaching.
Second, the analysis of test questions
According to the characteristics of teaching progress and the actual level of students, this exam chooses appropriate questions and designs material analysis questions with certain test significance. To sum up, this group of questions mainly reflects several characteristics:
1, the topic is comprehensive, closely around the requirements of the new curriculum standard, and in line with the question structure of the senior high school entrance examination. Judging from the types of questions in this history exam, there are mainly 20 multiple-choice questions, with 3 points for each question and 60 points for * * *; Two material analysis questions, seven design questions, ***32 points; Comprehensive inquiry questions ***3 questions, * *18 points, and the questions are the same as those in the senior high school entrance examination.
2. The examination is wide and comprehensive.
Judging from the knowledge of the examination questions, the examination has a wide range of knowledge, including all the contents needed for the progress of the senior high school entrance examination, that is, the contents of lesson 11 before the Northern Expedition. Moreover, the questions are comprehensive, such as the fifth multiple-choice question, the first material question 2 1, and the second question of the twenty-third question. All reflect this.
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.
In a word, this history exam is a relatively successful one, which can test students' knowledge and ability. For junior two students, this set of questions is moderate and suitable for the level of junior two students.
Third, the examination paper analysis
(1) multiple choice questions
Multiple choice questions focus on students' basic knowledge. Some students got a perfect score of 60, 70% got about 54, and a few students didn't get satisfactory results. 7. 1 1 and 12 have a high error rate in multiple-choice questions, because students are unfamiliar with the text and teaching materials and cannot use them flexibly.
(2) Material analysis questions
1, No.21examines aggression and resistance, and examines the formation process of semi-colonial and semi-feudal society in China, including several related wars and people's resistance struggles. These two questions are easy for students to master, and they can get full marks if they are familiar with the textbook. The last question is an open question, which makes it difficult to effectively test students' application ability.
Question 22 is to examine the advanced China people's exploration of the road to national salvation. The first three questions are relatively simple, and only the fourth question is difficult, which is beneficial to test students with high scores.
(3) Comprehensive inquiry questions
The design of this problem has some flexibility. Students who are a little more careful will basically not lose points, but some students will lose points because of poor details. I still feel a little sorry about this.
Fourth, teaching suggestions
1, implement the basic knowledge
In fact, the history knowledge of junior high school entrance examination is basic. For some basic historical knowledge in textbooks, we should pay attention to mastering the basic knowledge in the teaching process, and we must implement the foundation in a down-to-earth manner so that students can master it accurately.
2. Develop basic abilities
Cultivate students' 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 your answering skills
In single choice, we should pay attention to finding the information of keywords and grasp the answer of single choice. 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 history, tell history with pictures, make students clear that historical pictures are also an effective means to learn history, and then master some historical pictures in textbooks.
5. Pay attention to the summary of historical knowledge.
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. 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.