In the process of primary school teaching, the analysis of test papers is a very important task. Through the analysis of test papers, we can see the deficiencies in students' learning and then target teaching to further improve students' academic performance. The following is Let’s take a look at the analysis of the Chinese test paper for the fourth grade of primary school that I have provided for you! Analysis of the Chinese language test paper for the fourth grade of primary school 1

1. Read Pinyin and write words

This question mainly tests the students' writing ability. How can they correctly and evenly press the radicals in the Tianzi grid? Write write. Overall, the score rate for this question is relatively high, about 95%. The main reason for losing points is that students cannot write correctly and make typos. The most points are lost on the two words "deforestation and feeling".

2. Grouping words

The question gives several groups of similar words and polyphonic words, allowing students to form words respectively. The scoring rate for this question is very high, and most students can get the ideal score. It can be seen that fourth-grade students are still very capable of distinguishing similar words and polyphonic words.

3. Fill in the blanks by looking up the dictionary

There are typos in the question requirements. The question maker or reviewer did not carefully review the question requirements. When answering, the students were unclear about the strokes of radicals in the radical search method, but they had a good grasp of the meaning of the words.

4. First add the words, and then fill in the blanks as required

This question requires students to first add the four-letter words, and then choose the appropriate words to fill in the blanks. Students can all complete the four-letter words. Supplement, but errors were made when filling in the blanks. For example, in the second question, the word describing a person who is very dedicated to doing something should be "concentrate", but some students filled in "observant". It can be seen that students do not understand the interpretation of the words and need to focus on strengthening training and learning.

5. Fill in the blanks with word selection

This question requires students to be able to use the word "hold" to form words, and the formed words must be used in the following two questions. The students did very well. They were able to form appropriate words for the word "hold" and were able to choose appropriate words to fill in the brackets. The same is true for the second question. Students can choose appropriate related words to fill in the blanks based on the sentences given in the question. The score rate for this question is higher.

6. Write sentences as required

The students answered the first question well, with almost no mistakes. The most mistakes were made in the second question, where students were concerned about how to shorten sentences. I don’t understand. A shortened sentence should capture the most key words. A sentence should at least have a subject, a predicate, and an object. However, some students forgot the most important predicate and shortened it to "The spring girl is coming." It shows that students have no idea about the key words. If the main components of a sentence cannot be clearly distinguished, part of it will be lost. Therefore, daily teaching should focus on the division of sentence components and the composition of sentences.

7. Organize the disordered sentences below into a smooth paragraph, and fill in the serial number in the brackets

This question requires students to follow a certain logic for the sentences listed. Relationships are arranged into a paragraph. This question loses a lot of points because students cannot clearly distinguish the logical relationship between sentences and do not know who comes first and who comes last. The main reason is that students cannot distinguish the order in which things develop.

8. Fill in the blanks according to the text

Judging from the answers, the students have a good grasp of the content in the text. There are only some typos and the Chinese characters in daily teaching should be strengthened. writing.

9. Reading passages

The questions in Part (1) are relatively simple, and students can get quite satisfactory scores. In Part (2), some students have extremely limited ability to summarize the essay, and cannot summarize the order in which the essay was written, and what was written first and what was written later. Finally, in the third question, when the students talked about it in their own words, the students didn't say it well. They didn't know where to start, which made people feel disorganized and lost a lot of points. It can be seen that in daily teaching, the training of extracurricular reading and summarizing and summarizing abilities should be strengthened.

10. Composition

Most of the students in this question wrote well, with fluent sentences, clear handwriting, and careful writing. The questions were well drafted and they were able to describe the events in their lives. What a wonderful scene. However, there are also some students who do not write carefully, whose sentences are not fluent, whose length is short, and even far away from the requirements of self-written questions. The reason is that students do not review the questions clearly and have no obvious ideas in mind.

Analysis of the Chinese language test paper for the fourth grade of primary school 2

1. The purpose, scope and characteristics of the proposition.

Looking at the fourth-grade Chinese test papers, it is not difficult for us to see the purpose, scope and characteristics of the propositions. The propositions of this test paper insist on embodying the spirit of the new curriculum standards, broadening the field of Chinese teaching, opening up channels for learning Chinese inside and outside the classroom, and checking students' ability to master basic knowledge of Chinese and their reading ability inside and outside the classroom. The test paper hopes that the test paper can provide suggestions for teachers' teaching: Don't just teach around textbooks, but focus on extracurricular reading guidance to improve students' comprehensive Chinese literacy. The test paper strives to guide students to design their own ideal answers and cultivate students' innovation ability through some open questions and questions with diverse answers. The test papers also strive to reflect humanity, interest and flexibility, and break the old proposition model.

At the same time, the entire test paper also embodies the "triple", that is, focusing on foundation (basic knowledge and basic skills), focusing on abilities (literacy ability, writing ability, reading ability, writing ability and accumulation and application ability), and focusing on Innovation (applying learned knowledge to solve problems creatively).

2. Score statistics:

For the fourth-grade Chinese language I teach, this test: number of reference persons: 77, total score: 5265 points, average score: 68.3 points, passing : 63 people, pass rate: 81.8%, eugenics: 17 people, excellent rate: 22%, failed: 14 people, highest score: 90 points, lowest score: 17 points.

3. Students’ answers to questions.

1. Answer sheet status.

Judging from the students’ answer sheets, students’ mastery and application of knowledge can be roughly divided into three levels:

Those who have a better grasp of basic knowledge questions:

(2) The "character" part: such as the first and second questions;

(3) "Word" part: as in the 1st subtitle;

(4) "Sentence" part: as in the 1st subtitle, with an emphasis on the words "winking", If students think it is an imitation sentence, these words must be added;

(5) "Poetry" part. Such as the 1st question;

(6), "Reading" part: If the 1st question cannot accurately guess the meaning of the second natural paragraph, it is impossible to find the appropriate related words: "If ( As long as)--just"; in the second question, when using the stroke-searching method to look up a few strokes, the students mistakenly thought that except for the radicals, the remaining strokes were not distinguished. Among the questions 3-5, there are too few people who can accurately underline the fifth question "Use '——' to underline the sentence in the article that directly describes the tenacity of grass." The students mastered the less flexible basic knowledge questions well, with an average score of 75% for each question. They were able to answer some more standardized questions with ease. It is quite gratifying that students have accumulated in-class knowledge and language.

Students have poorer answers to questions with greater flexibility. Such as

(1) "Word" part: For example, if you make a mistake in reading questions 2-4, you mistakenly think that you are selecting various idioms from the first question, and there is a big mistake in classifying idioms, and the score rate is only 55 %;

(2) "Sentence" part: For example, the second question should be about animals and plants, but some are about people, and the score rate is only 60%. The score rate for the third question is only 50%. In the fourth question, I have too little grasp of the idioms and cannot use them accurately in sentences. The score rate is only 45%;

(3) "Poetry" part: For example, in the second question, you can think of "Spring Silkworms Died" The silk will be exhausted", but I can't think of the next sentence "The wax torch turns to ashes before the tears dry up." No one can think of a poem that compares teachers to human ladders, and no one can write a sentence in modern poetry. The score rate is only 65%;

(4) "Fill in the blanks according to the text content" part: score The score rate is only 60%;

(5) "Reading" part: The reasons why students wrote the sentences they like in the 6th question are not very accurate, and the score rate is only 55%; the questions asked in the 7th question are not accurate. In fact, the score rate is only 45%.

For flexibility, students’ answers are even worse.

(1) "Writing" part: Although students all know their hometown, they can truly introduce their hometown as a tour guide and become a passionate, vivid and beautiful person. , the score rate is only: 45%. This question reminds the majority of Chinese teachers: Chinese comes from life, must return to life, and must serve life.

(2) "Composition" part: Although everyone can write "A Sunday in My Family", it is not deep enough, cannot bring out new ideas, and is not well organized. The score rate is only: 60% .

2. Problems found in the examination papers.

This test question is complete, new, and lively. It is slightly more difficult, but it is in line with the students' knowledge level, cognitive rules and psychological characteristics. Seek improvement and development on the basis of examining the "dual bases". In order to adapt to the overall goal of "students' comprehensive development and lifelong learning" proposed by the new curriculum standards. Throughout this quality inspection, it can be seen that there are still many problems.

(1) Insufficient vocabulary accumulation.

Paying attention to accumulation is equivalent to giving students a golden key to learning Chinese well, and the efficiency of Chinese teaching will be rapidly improved. Students usually lack a lot of reading, accumulation, appreciation, and understanding, and feel helpless when encountering some more flexible questions.

(2) Weak comprehensive ability.

Because the knowledge students usually learn is relatively standardized and they lack the integration of knowledge, they lose more points. The content of this test not only involves pinyin, word meaning, and logical thinking training, but also tests students' ability to accurately understand the content of short texts and their ability to accumulate words in daily life. Since I focus on the systematic explanation of textbooks in my teaching, I have relatively little training in guiding students to categorize and organize knowledge and to infiltrate new and old knowledge. As a result, students lack the ability to independently analyze comprehensive test questions and lose more points. Due to the relatively poor foundation of students, the comprehensive training of students is slow and the results are not obvious, so that students have poor ability to review questions. Some write randomly without reading the questions, some fail to truly understand the meaning of the sentences, and lack the depth of understanding.

(3) Poor logical thinking ability.

Although the composition materials for this quality inspection are all derived from the students’ own life practice, due to the students’ lack of solid basic skills and too little logical thinking training, the word order of the written compositions is scattered and there is no good logical connection. There are too many empty words, cliches, and lies, but little innocence and childishness. It can be seen that in this aspect, the students in my class are still relatively weak. In future teaching, I should strengthen the training of students' logical thinking ability.

(4) Irregular writing.

From the overall perspective, the writing situation of the students in my class is not optimistic. The writing is not correct enough and the fonts are illegible and irregular.

(5) Students learn too "standardly".

Looking through the entire test paper, it is not difficult to see that our students have learned too "standardized" that they are at a loss for some open questions (such as question 7 of the reading question) and cannot really read through it. , read and understand. What's more, some students are unwilling to read the questions and answer based on their own feelings and take it for granted. From this, I think of our Chinese teaching: the teacher holds the textbook and teaches hard while the students seem to be listening but not listening, answering but not answering, and practicing but not practicing. It is still common. The teaching objectives are not implemented enough and the training intensity is not enough. No wonder teachers are tired from teaching and students are tired from learning in class, and the results are minimal. Should this kind of high-input and low-output Chinese teaching be completely reformed?

4. Evaluation of the test questions:

(1) Pinyin. Although emphasis is placed on reviewing and consolidating pinyin knowledge, the format of the questions is not novel. Grade: C.

(2) Chinese characters. Question 1: "Changing radicals for Chinese characters and then forming words" is helpful for students to recognize words and identify words, and the answers are diverse. Question 2 determines "a group of words without typos", allowing students to recognize words in words and enhance their application ability. Grade: B.

(3), words. This question is well done. Question 1 is an idiom starting with the words "one to a thousand". The form is novel and the answers are diverse, which can maximize students' learning enthusiasm. Questions 2 to 4 require you to write "words that describe pleasant singing," "idioms derived from historical stories," and "idioms derived from fables." This not only examines students' daily accumulation of words, but also examines students' The understanding and analysis of the meaning of words, and the diverse answers, are a small highlight.

Grade: A.

(4) Sentences. Question 1 allows students to fully understand the meaning of the text, repeatedly ponder it, and find more accurate related words, which requires students to have strong judgment ability. Question 2 requires students to imitate sentences. This not only tests students' recognition and understanding of the original sentence, but also requires students to imitate it accurately. This not only points out the direction for students, but also leaves students with a certain amount of free space and diverse answers. Question 3 requires students to "combine the following words into two sentences with the same meaning." It not only tests the correct understanding of each word, but also tests the students' correct grasp of the logical connection between the words, and also tests the students' understanding of the word order of the sentences. Understand, and the answers are diverse. Question 4 requires students to "write sentences as required." It pays more attention to examining students' extracurricular reading and various knowledge reserves, and the answers are diverse. Grade: A-.

(5) Poetry. Question 1 focuses on testing students' memory of ancient poems. At the same time, only one of the two poems is written, giving students a lot of flexibility. One of the 2 questions "Think of related verses from these metaphors" is easy for students to answer. Grade: B.

(6) Write. Every student is very familiar with Xuanhan and can write about its beauty. However, as a tour guide, it is not easy to give a short and passionate introduction to tourists. This requires both concise language, vivid images, and passion. Such questions emphasize that students should pay special attention to the people and things around them, and pay attention to the major changes around them. Such questions will arouse teachers and students' strong interest in paying attention to life and the language in life. Grade: A.

(7) Fill in the blanks according to the text content. It is to test students’ accurate understanding of the text. Grade: B.

(8) Reading. Students are required to read the passage repeatedly, from looking up in the dictionary to accurately understanding the words, phrases and sentences, to asking relevant questions based on their own understanding. Such reading questions are to further examine students' ability to flexibly apply Chinese knowledge, analysis ability, and judgment ability. It is also an important indicator to further test whether teachers have taught students the golden key to learning Chinese. Grade: A.

(9) Composition. Asked to write "A Sunday in My Family". The design idea of ??this essay question is to arouse students' memories of previous experiences and pay attention to the unique feelings of individual students. Because the material is chosen from students’ own daily diaries, students can immediately recall the past and present, how the family spends Sundays, and the family’s language, actions, and expressions can be vividly remembered, and the events can be clearly understood. . The concept followed by this design is to focus on experience and students' unique feelings, expand students' ideas for selecting materials, let students choose materials freely, respect students' unique feelings, and break through difficulties in homework assignments. Let students be willing to practice composition, be good at practicing composition, and write good compositions. The advantage of this design is that it can be of certain help to students who are not good at selecting materials. Students received good writing skills training based on free choice of materials. This allows teachers to have ideas for guiding compositions and ways to guide students. This not only lowers the threshold for students to write compositions, so that students have something to say and write, but also overcomes the stubborn problem of students memorizing compositions, and can also overcome students' writing of useless compositions. Grade: A-.

Although the flexibility of the entire set of test questions has been enhanced, there are too few new and novel "highlights". Grade for the entire exam: A-.

5. Errors and corrections in test questions. (none)

6. Reflection on teaching.

1. We must continue to pay attention to literacy and accumulation.

It can be seen from this examination that the literacy and accumulation score rates are higher and students have better mastery. Therefore, we must continue to pay attention to this aspect of teaching in future teaching.

2. Teach learning methods and improve learning ability.

"Methods are more important than knowledge." Students develop good reading methods and master the "living" method of organically combining reading and writing, which will help improve the efficiency of reading and homework. Therefore, teachers should appropriately infiltrate the guidance of learning methods in the teaching process, allowing students to practice through active inquiry, and obtain not only answers to questions, but methods to absorb knowledge. Give full play to the important role of "teaching students how to fish", teaching more how to learn and less teaching how to do.

3. Give full play to students’ enthusiasm for learning and cultivate innovative spirit.

In future teaching, we will give full play to students' learning enthusiasm. We should guide students to be in a proactive thinking state in class, fully allow them to think independently, and do not blindly instill knowledge. It is necessary to fully tap students' potential and ignite the spark of their innovative thinking on the premise that students have mastered the methods. Change traditional teaching methods, create a relaxed democratic atmosphere, and cultivate students' innovative ability to dare to question, argue, and be good at thinking. In this way, students will not feel confused about the open-ended test questions, or only want the only answer.

4. It is necessary to establish a broad view of Chinese language and expand thinking.

It is necessary to establish a general view of Chinese language, based on the classroom and extending outside the classroom, focusing on the integration and penetration of knowledge points inside and outside the classroom, and comprehensive integration. First of all, teachers should read more, so that they can not only understand it themselves, but also gain insights and accumulation; secondly, teachers are required to provide more reading guidance to students so that students can learn to read various articles. In this way, students will have abundant reading materials, increase their understanding of language, and improve their comprehensive Chinese literacy.

In short, to teach Chinese well and allow students to truly learn Chinese well, we must rely on the majority of Chinese teachers to continuously work hard, continuously improve their own quality, and constantly adapt to the requirements of the times with a heart of active exploration and hard study. Just fine. Analysis of the Chinese test paper for the fourth grade of primary school 3

1. Analysis of the overall situation

This fourth grade Chinese test is divided into four parts. The first part is writing display. The second part is basic inventory. Part three, happy reading. The fourth part, happy exercises.

The forms of propositions are diverse and reflect novelty and flexibility. It can take care of most students, the question capacity is moderate, the difficulty is not high, and it is not surprising that the questions are off topic. It meets the requirements of the new curriculum reform. Most of the question types are ones that students have been exposed to in the text or in daily training, and are things that students should know and master, such as: read the pinyin and write the words, complete the poems, choose the words to fill in the blanks, write sentences according to the requirements, complete the poems wait.

2. The structure and characteristics of the test paper

The first part reflects the charm of our Chinese characters and allows students to write Chinese characters in a standardized and beautiful way from an early age.

The first five questions in the second part are to test the students’ pronunciation of Chinese Pinyin and their mastery of the words in this textbook. The sixth question is to test the students’ accumulation of ancient poems. The seventh question is to test the students’ understanding of the Chinese Pinyin. The mastery, understanding and practical content of this textbook.

The third part, Happy Reading, mainly tests students’ reading ability and comprehension ability, as well as the accumulation of extracurricular reading.

The fourth part, Happy Exercises, mainly tests students to write specifically around the center.

3. Existing problems

1. You will lose more points by filling in the blanks as required. The main manifestations are low accumulation, unreliable memory, and penalty points for typos.

2. The practical content loses points seriously

3. Fill in the blanks according to the text content, and there are many mistakes. First, the text is not memorized, and second, there are typos, which is very inappropriate.

4. The reading questions are relatively complex. Although students have been trained regularly, their answers are still relatively poor.

5. The main problem of the composition is that the content is not specific and the length is short.

Mainly because:

1. Students do not have solid basic knowledge of Chinese language

2. Teaching methods are not flexible enough.

3. Students I don’t usually write well, I don’t pay attention to accumulating beautiful words and sentences, I don’t pay attention to observation, the requirements for homework are not clear, I don’t read the requirements of the questions carefully, and I have nothing to say in the composition. The main reason is that the teacher is not strict in daily requirements and the guidance is not in place. , the language expression is not clear, the sentences are not smooth enough, and there are obvious language defects. < /p>

5. Teachers do not have enough penetration into the concept of curriculum reform. Insufficient understanding and study of the textbook version.

4. Countermeasures

1. Strengthen writing teaching, strict requirements, solid training and persistence, so that students can write correctly, neatly and standardly.

2. Continue to strengthen the training of basic knowledge and basic skills. For the future development of students, we must lay a solid foundation.

In addition to reading more methods to shorten sentences, change metaphorical sentences, and personification sentences, you also need to practice more and consolidate them more.

3. Pay attention to language accumulation and process evaluation. It emphasizes the daily accumulation of Chinese language essence such as "beautiful words and sentences", "idioms", "famous aphorisms" and "excellent poems", and encourages students to accumulate them through extensive extracurricular reading.

4. Composition teaching is a long-term effort in the future. Usually increase the cultivation of writing ability and writing interest. Teach them to observe things, create a writing atmosphere, and provide writing materials. For individual students with single and similar expressions, encourage students to express their feelings in a personalized way and write their true feelings. You should also practice reviewing questions more often. The writing of the composition should be standardized and neat.