Test papers are some paper or electronic answer sheets or question papers. The paper or electronic version has printed information set by the test organizer to test the learning status of the test takers and stipulates that it must be completed within a certain period of time. Completed test questions. It can also be a tool used in qualification examinations to test candidates' relevant knowledge and abilities and to screen talents. Below I have compiled two analyzes of Chinese test papers. Friends in need can refer to them.

Analysis of Chinese Papers (1)

In this midterm exam, the Chinese paper tests students’ knowledge and abilities more comprehensively from basic knowledge, reading, composition and other aspects. The entire test paper is closely related to the teaching materials and pays attention to the students' actual situation. The number of questions is not large, the difficulty is moderate, and the coverage is wide. Next, we will make some analysis and talk about the sampling of test questions, students' answers, and future teaching.

1. Basic situation

The number of reference people for this test is xxx, with an average score of 66.58, the number of passing people is yyy, the passing rate is 73.62%, the number of outstanding people is zzz, excellent The rate is 30.58%.

2. Characteristics of the test questions

This test paper is divided into three major sections and has twelve major questions.

1. The content structure seeks change while maintaining stability, and pursues innovation while maintaining stability. Compared with the test papers of previous years, this test paper has obvious continuity, inheritance and innovation. The overall test paper remains stable. The three major sections of basic knowledge, reading and composition remain unchanged, and the scores also remain unchanged. The question type "Word" increases the examination area, and the open-ended questions provide students with a larger space for answering questions.

2. Composition has changed the previous form of closely following the teaching materials. It breaks through the teaching materials for the first time and gives students a broad space for free play, which is conducive to allowing students to express their truest thoughts and emotions.

3. Sampling analysis

In order to better understand the students’ answer performance, we randomly checked 50 test papers from three grades and conducted a sample survey on the students’ answer performance in the three major sections. The specific situation is as follows:

Although the first and second parts of the test paper are basic questions, some problems and weaknesses exposed by most students in the process of answering the questions have to attract our attention.

1. Pronunciation and words

The pronunciations and words to be tested in the test paper are all the students in this textbook must master, and they should be very easy. We randomly checked 20 fifth-grade test papers and found that 12 students were correct, 6 students scored 14 points, and 2 students scored 13 points. Judging from the scores, students have a good grasp of pronunciation and vocabulary. The main reasons why some students lost points were: first, they were careless when answering questions; second, they did not have a firm grasp of pronunciation and words, and made errors in judgment when answering questions.

The fifth-grade word selection fills in the blanks "Twilight, Mu, Mu". Most students lose 2-3 points. In fact, this is from the "Classwork", which shows that students do not answer questions seriously during daily practice, and do not correct wrong questions in time.

2. Sentences

For the seventh question in the third grade, rewrite the sentences as required. Third-grade students don't even know how to "contract sentences," so it's understandably more difficult for them to change "declarative sentences" and "reported sentences."

The sixth grade students choose to correct one item that is incorrect and write down the reasons. At first glance, teachers don’t know which one to choose, let alone students.

Question 10 of Grade 2: "Combine words into smooth sentences and add punctuation marks. Students who lost points mainly did not master the method and did not have strong logical thinking ability.

3 , Accumulation

The content tested is the ancient poems and famous sayings in this volume. The students are generally in good condition. Some students lost points because of typos or backwards and forwards.

The most common pairs are in the fourth grade. The key is that students do not understand the meaning because they have too little accumulation.

4. Reading

Some students in the fourth grade are looking for sentences describing the swan's expression. into a word describing the movement of a swan; the fifth grade student defined "green building", but the students did not know what the definition meant; the third grade student had not yet been exposed to the rhetorical technique of parallelism, but asked students to fill in the technique of parallelism, and of course the students did not know how.

5. Composition (12 questions ***30 points)

Judging from the grading situation, the good aspects are roughly as follows: First, the imagination is ingenious, novel, and quite interesting. There is a sense of innovation; third, the content is rich and colorful, and the sentences are beautiful and smooth; third, the center is clear and the structure is relatively complete. However, some problems reflected by students in the examination composition cannot be ignored. First, there are many similarities in the selection of materials, and the vision is not broad enough; second, there is not much language accumulation, incomplete language expression, and lack of ability to choose words and sentences; third, writing skills Deficient, some compositions have unclear levels and confusing language; fourth, the writing is irregular, the handwriting is illegible, and there are many typos.

4. Some views on future teaching

1. Pay attention to vocabulary teaching and consolidate the foundation of Chinese language

Vocabulary teaching is one of the important contents of Chinese teaching. First, it is the basis of reading and writing. To learn Chinese well, you must first be literate and master a certain number of characters and words. From this test, we can clearly see that many students are not good at writing and speaking. The characters and words tested in the test paper are all must be mastered by students in this textbook. These words often appear in daily exercise books. Students should have more opportunities to understand and consolidate them, but why are the students’ score rates not high? Woolen cloth?

To improve students' performance, we should first pay attention to the passing of words and phrases. In the test paper, as long as students put in a little effort in the word and part-of-speech questions, they can get points. Therefore, teachers should pay attention to word dictation, word copying and word composition training in teaching, and can also carry out colorful activities (such as word solitaire, guessing puzzles) to train and consolidate students' mastery of words.

2. Improve reading ability and guide personalized reading

Judging from the results of the sample survey, the score rate of reading questions is the lowest, indicating that students' reading ability is not strong yet. In fact, the reading questions in this test paper are not difficult. As long as students read the passage carefully, it is easy to find the answer.

Public classes often focus on reading teaching, but a few teachers talk non-stop in one class, leaving students with little time to read aloud and think. Reading is a highly personalized behavior. Teachers must fully understand the extreme importance of self-reading and self-awareness in cultivating and improving students' reading ability. Only by allowing students to directly face the text and read attentively can they gain personal understanding, experience and feelings.

The core of reading teaching is to cultivate students' independent reading ability. Therefore, teachers should return the sound of students reading loudly in reading teaching, so that students can understand, experience and comprehend while reading.

3. Stimulate interest in writing and express true feelings

From the usual selection test papers, we found that many students’ compositions were similar. In severe cases, one (20) test papers had four , the compositions of five students are exactly the same. Falsity in composition content has become a persistent problem in primary school composition teaching, and it is urgent to crack down on fake compositions.

When learning Chinese, the most troublesome thing is writing compositions. When students are practicing compositions, they often feel that they have nothing to write and nothing to say. To cultivate students' writing ability, a variety of methods should be adopted to stimulate students' interest in writing and enable students to continuously gain motivation for writing.

For a good article, true feelings are more important than gorgeous words and magnificent layout. Without the premise of true feelings, all writing skills become castles in the air. Only the truth can impress you, the writing style can be smooth, and the feelings can be real. Composition teaching should be more free and open, with less constraints and restrictions, so that students can implement a "true" word in content and emotion, and a "living" word in language and form.

In short, realistic compositions must allow students to write about things around them, express their inner feelings, and express childlike innocence; imaginative compositions must encourage students to spread the wings of their imagination and write innovative compositions.

4. Enrich language accumulation and focus on Chinese practice

Accumulation plays a vital role in improving students' overall quality. It is impossible to learn to read and write without being familiar with memorizing, reciting, and reading a large number of poems and essays, and without practicing a considerable amount of writing. The accumulation in class is mainly accumulated in recitation, such as words describing characters and scenery; sentences describing specific and vivid details; sentences using rhetorical techniques; sentences rich in philosophy and meaningful meaning.

For extracurricular accumulation, you can make full use of the favorable resources in the school library or students' own book collections to organize students to carry out colorful reading activities, let students read good books, read more, love reading, and guide them to make excerpts and reading notes. .

Chinese teaching must adopt the principle of combining language accumulation and Chinese practice. Enable students to apply while accumulating and accumulate while applying. In extracurricular time, students can be organized to exchange knowledge and experiences, so that students can learn and use language in communication; students with strong writing skills can be encouraged to submit articles to the school's radio station, creating opportunities for students to succeed and gain success. It can also carry out comprehensive practical activities such as "hand-written newspapers" and "speeches" to broaden students' horizons and enrich their knowledge accumulation.

Analysis of the Chinese test paper (2)

The Chinese test paper was the first to be distributed. Basic questions, Group A, 26 points.

26 points! My thought at the time was, had I added the wrong points? I read it carefully from beginning to end. There were no mistakes and no wrong points were added. 26 points, is this my basic score? I can't believe it, and it's hard for me to believe it. Later, after the teacher analyzed the test paper, I found out why I got these points.

The in-class reading was Hawking's article, and I was asked a question that I was very familiar with but couldn't remember where I had seen it. Later, I remembered that the teacher had mentioned that issue during the lecture, and I listened carefully, but I just didn’t write it down. So when I got this question in the exam later, I had no idea at all. So I didn't get all 3 points, which is very, very undeserved. If I say I haven't seen the mistake before, I can forgive it, but the teacher clearly said that I got the test but I didn't get these points. It really shouldn't be. I didn't review Hawking's text before the exam. I thought I wouldn't be able to take the exam. I just read the text briefly without doing any in-depth review. However, I still passed the exam, and the questions were not easy. It made me lose a lot of points, but it also made me sum up an experience, that is, before the exam, no matter whether the text is important or not, you must review it carefully, because you don’t know which text he will give you a question on. .

The most unfortunate thing that lost points was the selection of novel development and its rules. One of the questions asked about them. The difference between them is that this question is actually very simple, and my answers are all correct, but I was careless and did not read the answer sheet, reversed the content, and did not get any points. There is also the article about Xiang Ling's poetry study, which asks about Dream of Red Mansions and Cao Xueqin. I really didn't touch on these before the exam, and I never thought that these contents would be tested in the exam. So later on, I wrote Cao Xueqin's "Qin" as "Qin playing the piano", and I lost 1 point. As for the following question about what love story Dream of Red Mansions is based on, I was fooled by Jia Baoyu and Lin Daiyu, and the result surprised me. I even got this question right. I was not so lucky with the later ones. I wrote 4 of them and got 3 wrong. It seems that I need to improve my reading so that I won’t be so stunned when I encounter this kind of question in the future.

The classical Chinese text selection in class is "Promotion Weaving", which I have reviewed many times. But it's a pity that I didn't get many points. I know I was too impetuous. When I studied this text, I studied it very seriously and remembered every word. So when I was reviewing, I didn’t focus on the words but other content. But this time the test focused on the explanation of words. I think I can no longer be so impetuous, I should get rid of this bad habit.

The last step is the composition. After writing examination essays for so many years, this is the first time I have written an essay in the form of a letter. I did the A-level test papers, so the composition was to write a letter to the classmates who did the B-group questions to encourage them and cheer them up. But I completely missed the mark. What I wrote was my learning methods and how to learn well. Encouragement only accounted for a small part. There is no doubt that I got very few marks for my essay. Fortunately, I wrote the topic, otherwise my points would be even less. But I know that when writing this kind of composition in the future, I must pay attention to the format of the letter, and I must not miss this salute.

I think this monthly exam gave me a lot of feelings and taught me a lot of lessons. I didn't lay a solid foundation last semester, and I got the punishment I deserved. I know I can't go on like this. Through this monthly exam, I fully realized my shortcomings. Among them, the one I should get rid of most is my impetuousness.

I can't calm down to study. As my mother said, I feel like grass is growing in my heart and I always want to play. I also know this. Just after the nervousness of the third grade of junior high school, I suddenly started to become lax in my first year of high school. And this laxity is out of control, and I can't restrain myself now even if I want to. I know that I will have to spend more time studying than others in the future.

I should be able to do it.

Chinese language test paper analysis (3)

1. Test paper evaluation

The test questions are based on the teaching materials, based on the basics, appropriately increase the difficulty, increase the capacity, and reflect the Flexibility and comprehensiveness. It focuses on testing students' ability to understand and use language in connection with the language environment and real life, and to understand, feel and apply through the understanding and experience of necessary characters, words, sentences and paragraphs. Assess students' basic skills in comprehensive application of knowledge. Paying attention to cultivating students' Chinese literacy, the evaluation-oriented function of this test paper plays an obvious role. The results of the Chinese language test paper basically reflect that the students have relatively solid basic knowledge, insufficient accumulation and application, lack of effort in developing reading habits and independent reading ability, and the overall level of practice is not ideal. The following is a detailed analysis of the situation:

2. Basic situation

The number of reference persons for this test was 41, with an average score of 84.24 points and a maximum score of 94 points. There were 40 students who passed the exam, with a passing rate of 97.56%, and 19 students who were eugenics, with a passing rate of 46.34%.

3. Characteristics of the test questions

1. Compared with the test papers of previous years, this test paper is obviously innovative. The overall test paper remains stable, and the three major sections of basic knowledge, reading and composition remain unchanged. However, one additional section is added for extracurricular reading, which provides students with a broad space to answer questions and points out the direction for future reading teaching

2. The composition closely follows the teaching materials. This composition is based on the theme of "Food is the first priority for the people", and the theme of the composition focuses on local delicious specialties.

4. Achievements

1. The first question is the Pinyin Testing Room. This question tests students’ ability to use new words in a specific language environment. Because teachers and students usually attach great importance to mastering basic knowledge, they answer better.

2. In the second major question and the first sub-question, choose the correct meaning for the highlighted words. 5 people got one of the questions wrong and they did well.

3. The second major question, the second and third sub-questions, test students’ accumulation of words. In reading teaching, teachers focus on students’ understanding of key words in the text, so they answered this question very well. , not a single student made a mistake.

4. The second major question and the fourth sub-question tested students’ use of four words: advice, notice, report, and advertisement. Only 2 people made mistakes.

5. Questions 5 and 6 of the second major question test students’ learning accumulation. The students answered well, and only people made mistakes. 6. In the playback hall of the third major text, the teacher usually pays attention to the students' reading and recitation of the text. Only a few students made a few mistakes in writing. Therefore, students should be cultivated to be steady, careful and cautious in teaching.

5. Problems

1. Not paying enough attention to new words that appear in daily life, and unable to understand and use them well. The fourth major question, New Word Reserve, ***6 points, only 2 students got full marks, and the other students all had their points deducted. The completion of this question was not ideal, and we should pay attention to the cultivation of students' extracurricular reading ability

< p> 2. Poor reading comprehension ability. Students cannot understand the meaning of the questions according to the specific language environment and cannot answer the questions well. The reading practice area for the fifth major question is divided into two readings, in-class and extra-curricular, with a maximum score of 24 points. Only a few students were deducted 3 or 4 points, and most were deducted 7 or 8 points. The completion of this question was very unsatisfactory, and it was the question that lost the most points in this test paper.

Chinese reading focuses on the process. Students’ independent reading ability is developed in the process. Teachers should pay attention to the guidance of reading, understanding, using, speaking, writing, etc. in the process; in addition, students’ reading attitudes are not consistent. Be serious, read the article once and start answering immediately. Don’t carefully ponder, understand and comprehend the words and sentences you don’t understand.

3. For the sixth major essay question, only two students scored 27 points, while other students scored only around 20 points. Judging from the paper, the student's composition is limited to not going off topic, but the introduction of hometown specialties is not detailed, the sentences are not vivid, and the content is not exciting.

We should pay attention to some problems reflected by students in their compositions in the examination room. First, there is not much language accumulation, incomplete language expression, and lack of ability to choose words and sentences; second, there is a lack of writing skills, and some compositions have unclear levels and confusing language; third, The writing is irregular, the handwriting is illegible, and there are many typos. In the future, we must make unremitting efforts in cultivating composition skills.

6. Some views on future teaching

1. Pay attention to vocabulary teaching and consolidate the foundation of Chinese language

Vocabulary teaching is one of the important contents of Chinese teaching. First, it is the basis of reading and writing. From this test, we can clearly see that a small number of students are not good at writing and speaking. As long as students work a little harder, they can score points. Therefore, teachers should pay attention to word dictation, word copying and the training of easy-to-mix words in their teaching. At the same time, they can also carry out a variety of activities (such as word solitaire, guessing puzzles) to train and consolidate students' mastery of words.

2. Improve reading ability and guide personalized reading

Judging from the results of the sample survey, the score rate of students' reading questions is still not very high, which shows that students' reading ability is still not high. Not strong. Only by allowing students to directly face the text and read attentively can they gain personal understanding, experience and feelings. Therefore, teachers should return the sound of students reading loudly in reading teaching, so that students can understand, experience and gain insights while reading.

3. Enrich language accumulation and focus on Chinese practice

Accumulation plays a vital role in improving students' overall quality. It is impossible to learn to read and write without being familiar with memorizing, reciting, and reading a large number of poems and essays, and without practicing a considerable amount of writing. The accumulation in class is mainly accumulated in recitation, such as words that describe characters and scenery; sentences that describe specific and vivid details; sentences that use rhetorical techniques; sentences that are philosophical and meaningful. For extracurricular accumulation, you can make full use of the favorable resources in the school library or students' own book collections to organize students to carry out colorful reading activities, let students read good books, read more, love reading, and guide them to make excerpts and reading notes.

Chinese teaching must adopt the principle of combining language accumulation and Chinese practice. Enable students to apply while accumulating and accumulate while applying. It can organize students to exchange knowledge and experiences, allowing students to learn and use language in communication; it can also carry out comprehensive practical activities such as "hand-written newspapers" and "speeches" to broaden students' horizons and enrich their knowledge accumulation.

7. Reflection and Prospects

Looking at the Chinese test papers, I feel: in teaching, we should pay attention to the training of students' thinking ability, practical ability and innovation ability; Text, teachers focus on "teaching" rather than "guiding", the knowledge students have learned is not integrated, and they lack the ability to promote continued learning. In the future Chinese teaching, our teachers must change students' "receptive learning" to "absorptive learning", and do the following: lead students to "enlighten", teach students "methods", guide students to "understand", and value students' "understanding" "Apply" and seek "development" of students.