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(推荐)高一英语期末考试质量分析

(推荐)高一英语期末考试质量分析
(推荐)高一英语期末考试质量分析

高一英语第一学期期末考试质量分析

江阴中学林云兰

一、关于试卷的分析

1、试题难度

为了最大限度地保护大多数学生学习英语的积极性,使各种层面的学生均能学有所获,尤其让中下水平的学生能提高学英语的兴趣,并尽快找到学英语的感觉,从而真正实现从“要我学”向“我要学”转化,本次期中考试卷难度严格依照学生实际情况,把难度值控制在0.70左右。

2、答题得失

多数考生能在各考查项目上发挥其最大潜能,但不少考生对基础知识和基本技能的掌握不扎实在这次检测中也充分暴露。主要表现在如下几方面:(1)听力理解

听力测试的结果尽管比衔接考试的好多了,但仍尚未达到预期的效果,仍有不少考生在这一大题上失分严重,得分率不足50%。失分原因主要是考生对整体推断和细节捕捉能力不强,如题2、3、11、19等。因此,根据上下文内容,对所听材料进行分析和判断的能力有待于加强。

(2)单项填空

词汇量偏低、语法知识混乱是造成这一大题失分的主要原因,如25、26、28、32等。另外,一些学生欠缺生活常识,也在一定程度上影响对个别题目的理解,如题22。

(3)完形填空

失分的主要原因是考生捕捉篇章大意的能力较低,上下文逻辑推理能力不到位,如题41、48、45、49等。当然,词汇量偏低也是造成失分的重要原因,有些考生阅读时对语篇理解感到云里雾里。

(4)阅读理解

失分的主要原因是考生的阅读量偏低,对阅读理解5种考查能力尚缺乏应有的训练,尤其是主旨大意题、推理判断题和作者的意图和态度题等,如题65、66、71、72、73、75等。

(5)单词拼写

失分的主要原因是考生对单词的记忆模糊、是是而非,构词法能力低下,如题82、83、84等。另外,缺乏语境意识也是这次单词拼写题失分的重要原因之一,如题79、81等。

(6)书面表达

失分的主要原因是审题不清、层次不明、遗漏要点、句子表达搭配不当、词不达意、中国式英语等。另外,书写习惯不到位也是失分的一个因素,仍有部分考生的卷面是乱涂乱画的。

二、教学建议

针对在本次检测中考生所暴露出诸多问题,对本学科今后的教学提出如下建议:

(1)夯实基础知识,构建知识体系

起始年级夯实语言基础知识尤为重要,特别是对词汇和语法的落实。词汇学习要讲究方法,否则可能掉进“学了就忘,忘了再学,再学了又忘,直到最后失去信心”的恶性循环的怪圈,要在指导学生学习词汇的方法方面下大工夫;要帮助学生梳理重要语法项目,使之系统化、“网络化”,否则可能导致不少学生在走语法“迷宫”。

(2)加大语言输入量,多读多听

高考对英语听说读写诸项能力的测试并非均衡对待,而是按照课程标准的要求,突出对阅读能力的测试。这不仅表现在阅读理解题在试卷中占的比重最大,还表现在阅读能力是决定听力、完形填空(也叫缺词阅读)、书面表达、单项填空和短文填词等题型答题效果的最基本的能力。阅读语篇同时也是巩固词汇和语法,扩大词汇量和提高语感的最有效途径。因此,阅读理解能力培养应该坚持不懈。要特别关注5类常考文体,即科普知识类、广告新闻类、社会文化类、说理议论类和人物传记类。顾全5种能力考查,即主旨大意和标题、细节理解、推理判断、词(句)义猜测、作者的意图和态度等。对于较难的能力考查,如标题归纳和推理判断要重点突破。

与阅读一样,听也属于语言信息的输入。听多了,就会习惯成自然,就不会有“心译”的坏习惯,也就不会有顾此失彼的后果。但与阅读能力考查有所不同,

它主要考查细节理解和简单的推理判断能力。因此,要求学生平时在听强化试题时要进入竞技状态,按照

“先看后听”原则,带着问题聆听并捕捉必要的信息(四要素:时间、地点、人物和事件),适当地笔录,再做简要的加工处理。

(3)强化语言输出,常说常写

说和写是学英语的必不可少的技能,两者相辅相成,说得好一定会写得好。

说:要求学生课内积极参与“听说”互动,课外自觉提高朗读甚至背诵经典的句子或语段。

写:要求学生每周至少完成1篇书面表达。

总之,英语作为一种语言,首先要实践,其次要注意知识的积累和运用,要经常地接触,反复运用。实践越多,提高也就越快。学生的各种能力是在日常教学中不断培养起来的,只要有心、只要用心,你的付出就会有收获,相信在大家的努力下,同学们说英语、用英语的水平会越来越好,也希望在以后的考试中取得更理想的成绩。

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