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八年级英语下学期期末检测教学质量分析

八年级英语下学期期末检测教学质量分析
八年级英语下学期期末检测教学质量分析

八年级英语下学期期末检测教学质量分析

分析教师:红旗中学崔晶

一、试题分析:

1.试卷注重基础,体现灵活运用,难度和区分度恰当,无偏题、怪题出现。试题注重考查学生在一定语境下对语言基础知识的掌握情况和综合运用英语的能力。语言基础知识的考查重点突出、覆盖面广;情景设置合理,避免了纯知识性的死记硬背题;词汇和语法的测试充分注意了语言的真实性、趣味性和实践性;注重语感,灵活性强,突出语言形式向语言意义的转化。

2.试题从知识立意逐渐向能力立意转变。

加大了能力考查的比重。试题突出了语言的交际性,强调在特定的语境中英语知识的灵活运用。适当增加了测试词汇量,加强能力检测。如阅读理解考查的内容注重了对学生在语境中运用语言能力的考查。加大了对语言的熟练程度和深层次能力考查的力度。如“阅读理解”部分注重了对归纳,推断和猜测整个句子等深层次能力的考查。阅读材料贴近生活,同时题材广泛,体裁多样、生动有趣,并富有思想性。淡化语法,强调能力。语法知识的测试充分注意了语言的真实性和实践性。命题者通过设置不同的语境,把对语言知识的考查中心放到了根据上下文中和一定的语境中,让语法测试试题具有更积极和更现实的意义,能更多地体现语言的交际功能。

3.书面表达难度控制适中。

书面表达让学生有章可循并给学生留有充分发挥能力的空间,加大了考查学生综合运用语言能力的力度,使试卷更具现实性。进一步体现了英语学科的交际性和工具性。

二、学生成绩分析

本次考试最高分117.5,最低分12分。两极分化严重,十分严重的题是综合填空题共5分,学生平均只得了2分。问题多出在动词的词形变化没有掌握好,阅读理解得分率为60%,学生失误多,失误学生大多为粗心、急于写答案,对文章不理解,答非所问所致。

写作题15分,学生失误的原因主要是没有注意直接引语变间接引语,不注意大小写,句型掌握不牢固,对过去时时态没有审清,今后有必要在审题、书写、句型等方面给学生一些指导。

三、存在问题

1)两极分化严重。抽样数据显示有37%的学生主观题为个位数,说明这些学生的基础知识和基本技能严重存在问题,如不解决这一问题,势必影响整体教学质量;

2)缺乏能力训练。

3)基本功差。多数学生书写不规范,部分学生不会用正确、地道的语言进行交际和表达,汉语式英语表达依然严重;

四、努力方向:

1,在课堂上首先让学生明确学习目标,在目标的引导下,让学生明确本节课的内容。涉及不同梯度的任务,指导学生进行有效地小组合作学习,在学习的过程中,和同学们共同解决问题,分析为题,调动学生去发散思维,提高学生综合运用英语的能力和水平。

2,以期末考试为契机,激发学生学习英语的兴趣,树立学好英语的信心和决心,增加学生的英语阅读量,提高英语的阅读能力。

3,加大英语的集体备课力度,在集体备课的基础上,夯实学案,让学案在英语教学中真正发挥实效。

4,每位英语组教师互相学习,取长补短,共同提高,缩小班与班之间的优秀率,及格率和平均分。

五、今后英语教学建议

1、英语教学应该立足于基本知识和基本技能,自己平时应注意学生基本知识的灵活应用能力的培养。

2、加强阅读训练、努力培养学生的语感。我们今后要有意识地选用一些难易适中的文章,通过阅读来培养学生的语感以及通过上下文捕捉信息的能力。

3、面向全体学生,做好防差补差的工作。我们在今后的教学过程中要始终重视抓两头、促中间,努力提高优秀率和及格率。

4.英语基础知识包括:词汇、语法、句型等。词汇是语言的基本单位,没有足够的词汇量,是学不好英语的。词汇教学不仅要重视,还要讲究方法,注意“词不离句,句不离文”,既教词汇,更关注词汇使用的语境,注意常用词汇的使用和辨析,以及一词多义的掌握。

5.确立语篇意识和综合意识,培养综合运用能力,阅读理解试题是分值较高的试题,因此,我们在平时的教学中要根据教材切实搞好语篇教学,并有意识、有计划地增加英语阅读量,题材、体裁要尽量多样化,通过大量的阅读,扩大学生的知识面,使学生熟悉不同体裁、不同题材文章的作题思路,提高阅读速度,提高驾驭语篇的能力。选材要尽量要贴近学生的生活实际,注意时代性、生活性和社会性。要认真抓好平时的规范训练,养成认真审题、规范答案的好习惯,尽可能减少由于审题不仔细、答题符号不规范等不必要的失误。另外,还要善于分析学生,找出学生的薄弱环节,合理安排好教材知识梳理、专项训练和应试技巧指导。阅读主要考查学生对书面语言的理解能力,特别是信息获取能力(包含图文转换等信息的处理能力)。阅读是人们学习和传递信息的重要途径,也是工作、生活、消遣的主要方式之一。阅读是课堂教学的主要环节和教学内容,又是大多数学生今后接触和使用英语的主要方式。因此在教学中,要强化学生的阅读训练,通过阅读,使学生不仅可以学到英语词汇和语言知识、增强语感,提高语言学习水平,更可以获取信息和新知,提高分析和解决问题的能力。

6.提高学生书面表达能力

书面表达是通过书面文字传递信息的一种交际活动。书面表达能力是综合语言运用能力的重要组成部分。以往教学中,多数教师不重视书面表达,随着交际语言教学思想的普及和人们对语言交际能力认识的发展,广大英语教师和学习者逐渐开始重视写作能力。为了提高学生的写作能力,教师应引导和鼓励学生积累优美词句、固定短语(in order to; have fun doing)和简单易用的句型(如:It’s + adj +to do sth.; so …that…),并经常练习应用。

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