Analysis of the final examination paper of seventh grade geography Fan Wenyi
First, the overall analysis of the test paper
This test highlights the key points of the textbook and gives due consideration to the coverage. The test center of the test questions covers the important knowledge points listed in the curriculum standards, and the proportion of each part strives to be consistent with the requirements of the class hours. The key chapters are tilted and the important charts are covered, so the coverage is large. Focus on the foundation, examine the most basic ability, and use the knowledge learned to simply analyze the problem. Some questions are taken from or changed from goals and tests, so that teachers and students can pay attention to training on weekdays.
The test questions are moderately difficult. Low, medium and high difficulty levels, with a ratio of 3: 6: 1. Unbiased questions, strange questions and super-titles not only ensure a certain degree of discrimination, but also increase the validity and reliability. In addition, the number of questions in this exam is appropriate to adapt to the new curriculum reform, apply what you have learned, and ensure that students have enough thinking space.
Second, students do problem analysis
1. Multiple choice analysis
There are three major questions in this paper, which examine the basic knowledge. Most students master well and get high marks. Individual students do not carefully examine the questions or understand the knowledge thoroughly, resulting in loss of points.
Comprehensive questions are more prominent, and students are usually required to memorize and lack training, which makes simple questions more difficult.
2. Comprehensive problem analysis
Question 1: relatively simple. This topic mainly examines the basic concepts and related knowledge of geography. Good pass rate and low excellent rate.
Problem 3: The loss rate is also high. In the next semester's teaching, it is necessary to improve students' ability to look at pictures, not just by rote, but by grasping the internal relationship between various knowledge points as a whole, so as to avoid the phenomenon of drawing from many sides, making mistakes easily and practicing more, and avoiding students' rote memorization. Teaching should be based on local practical problems.
Third, suggestions for improvement
1. The coverage of the test questions should be further expanded, so as to guide students to fully grasp the geographical knowledge and lay a good foundation for future study.
2. The presentation of test questions should be further strengthened, and novelty and flexibility are the direction of future efforts. It is necessary to create a new situation, connect students' life experience with the reality of production and life, and start from the examples around students to solve practical problems. At the same time, it should reflect inquiry and openness, and reflect the characteristics of the new curriculum. Proposition tries to reduce the problem of simple mechanical memory.
3. Strengthen the clarity of printed test questions, especially maps, to further facilitate students to obtain information.
4. Creative use of teaching materials
We should seriously study the curriculum standards and creatively use teaching materials in teaching. According to the actual situation of the school and the characteristics of students, the teaching materials should be appropriately adjusted, reorganized, deleted and supplemented to avoid? Teaching? Teaching materials. The teaching of knowledge points in textbooks should be comprehensive, so that students can understand and apply what they have learned, and it is forbidden to follow the book. So as to improve the teaching effect.
Analysis of the final examination paper of seventh grade geography
As students enter the examination room and get the test paper, the teaching dust seems to have settled this semester, but we can't stop analyzing.
First of all, from the content of the test paper, basically every chapter is involved. According to the previous proposition law, a picture corresponds to two or three multiple-choice questions or a comprehensive question, corresponding to a study area, as follows:
Question 13, the comparison of characteristics of various continents, focusing on memory and contour map discrimination; 46 questions, South America, topographic profile interpretation; Question 79, the distribution of cherry blossom opening hours in Japan, focusing on the names and distribution identification of islands in Japan's main territory and the law of temperature distribution; 10 13, some regions and countries in the world (Middle East, Southeast Asia, Russia), involving the interpretation of the world map and the memory of major geographical things; 14 15, the market distribution map of Indian software outsourcing industry, focusing on the induction and analysis of statistical maps; 16 19, geographical location and main crops map of Egypt, geographical location, climate and rivers analysis of the Middle East; Question 2023, a schematic diagram of the Mekong River flowing through the country, focusing on the distribution of rivers in Southeast Asia and examining the role of rivers in urban distribution; Question 2425, schematic diagram of the location of Antarctic scientific research station, interpretation of polar map, identification and trend of geographical things. 26 questions, Australia shepherd belt distribution map and southeast coastal climate statistical map, focusing on type analysis, the impact of climate on the distribution of agricultural types; 27 topics, location map of Sahel region and climate statistical map of Sahel region, focusing on the analysis of climate characteristics and the influence of main human causes of land desertification; 28 questions, topographic map of France, focusing on the main topographic types and characteristics, and the analysis of river flow characteristics; 29 questions, the distribution map of American native agricultural belt, focusing on the identification of agricultural belt distribution and the analysis of favorable natural conditions, infiltrating the concept of adapting to local conditions; 30 topics, Russian mineral resources and industrial distribution map, focusing on summarizing the characteristics of Russian industry, and illustrating the relationship between the main mineral resources and the development of industrial zones in Ural with examples.
But look carefully, it is not difficult to find that the content of the exam focuses on understanding memory, that is, the common sense memory of a region, and the ultimate goal is the curriculum standard formed according to the case study. By reading graphic materials, effective information will be sorted out, that is, the ability to read pictures and process information will be emphasized.
Therefore, it is not difficult to see from the test paper that rote memorization rarely occurs in the test content, and the pictures and test sites of the test questions are no longer a simple copy of the original pictures of the textbooks, nor a mechanical reading of the pictures, but an intuitive memory of the location of geographical things. But by analyzing the map, we can sum up the rules. For example, when we look at India's service outsourcing industry, we can get the main targets of business services through statistical charts, and then analyze what are the main advantages of India's development of software outsourcing industry. Perhaps students can answer questions from memory, but they may not deduct questions, which requires reasonable examination, analysis and answering questions, with the emphasis on thinking ability.
Secondly, some contents are divorced from textbooks, but not from the reality of curriculum standards, such as the use of topographic maps in France. It is important to examine students' analysis of the topography and river characteristics of an area, so that they can not only read the map information reasonably, but also organize it according to the geographical method. For example, terrain features, we should not only answer which terrain type (one or more with a large proportion of distribution area) is dominant, but also answer the terrain distribution features, which orientation is higher and which orientation is lower in the overall distribution.
Third, gradually highlight the application analysis of the core geographical laws. For example, by reading the opening time map of Japanese cherry blossoms, we can find the latest place where Japanese cherry blossoms open, infer the changing law of Japanese cherry blossom opening time, and then summarize the main factors affecting the difference of Japanese cherry blossom opening time. The key point is to awaken the memory of climate and temperature distribution law, apply the ability to reveal life phenomena, and focus on the popularization of common sense and geographical literacy.
Therefore, according to the understanding of students' situation and teaching practice, we speculate that students will have differences at different levels, especially for the contents that have not appeared in textbooks, students will definitely show the gap of lack of rational analysis, and there will also be differences in comprehensive questions, that is, lack of geographical perspective, that is, poor examination of questions, leading to missing points.
So after correcting the test papers, we found some test papers as cases, combined with network data analysis, which did not exceed our estimate. Whether the gap between students' highest and lowest scores is large, or the gap between the average scores of each question is large, it is expected and unexpected. For example, the high score is 98, the low score is only 24, the average score of the 29th comprehensive question is 8.63, the average score of the 28th comprehensive question is only 4.35 (full mark 10), the average score of the 26th comprehensive question is 6.42, the average score of the 27th comprehensive question is 5.78 and the average score of the 30th comprehensive question is 6.78, because the ninth comprehensive question is 6.78. You must also know how to answer questions in a geographical way. Instead of directly investigating textbook cases, it also highlights the gap between different students. For example, in question 27, some students are obsessed with the Sahel, but they don't know that the combination of test data and attached drawings leads to a gap between orientation and climate characteristics, and some students can't analyze the difference between climate types and climate characteristics.
For example, some multiple-choice questions, such as the main mode of transportation for China to import oil from Russia, and the students' lack of intuitive understanding, are all uncertain, causing doubts and losing points.
In short, judging from the failure of students to answer questions, first, some students are not careful in reviewing questions; Second, some students have not turned into their due ability, and they are not clear about the open-book exam, which shows that the answer is to extract some sentences from the textbook and lack self-induction and combing; Third, they are unfamiliar with the knowledge they have learned and lack the ability of applied analysis, which is manifested in insufficient answers to comprehensive questions or even multiple-choice questions, unreasonable time allocation and problems in examination skills.
Therefore, from the examination analysis, we are reminded that in the future teaching, we must base ourselves on the curriculum standards, pay attention to the ability, pay attention to the reasonable selection of teaching materials according to the curriculum standards, pay attention to the selection of teaching cases, highlight the ultimate goal of teaching, improve students' academic learning ability on the basis of implementing knowledge, learn to integrate information from a geographical perspective, and analyze and solve problems from a geographical perspective. We should not only pay attention to students' answers, but also pay attention to students' inductive methods, so as to apply what we have learned. Through case study, find out the analysis law of a topic and the causal relationship between things, which really becomes a kind of literacy and ability.
Analysis of the final examination paper of seventh grade geography Fan Wensan
First, the main characteristics of the test questions
This paper focuses on the examination of basic knowledge and skills, but reduces the content of rote learning; Pay attention to students' learning process and methods, and examine students' ability to simply analyze practical problems in life, production or society by using the geographical knowledge they have learned; Also pay attention to students' inquiry ability. It can be said that this article will play a positive and correct guiding role in our future junior high school geography teaching.
1. The difficulty is moderate and the emphasis is on the foundation.
The test center of each test question covers the important knowledge points listed in the curriculum standard, and important charts are covered (such as landscape map, distribution map, isoline map, statistical map, etc.). ), so the coverage is large. Focus on the basics (reflected in fill-in-the-blank questions, multiple-choice questions, and some connection questions), and examine the basic ability (reflected in looking at pictures and asking questions). The purpose is to guide students to master the necessary geographical knowledge in an all-round way, learn the methods of learning geography initially, attach importance to the cultivation of problem-analyzing ability, and lay a good foundation for future study.
2. Try to combine practical life to examine practical ability.
In the whole set of test papers, many topics reflect the concept of curriculum standards. Examining students' ability to simply analyze and solve practical problems in production and life by using their own geographical knowledge is conducive to cultivating students' innovative spirit and practical ability. This feature is reflected in several questions in the comprehensive analysis of reading and mapping in the test paper.
Second, the innovation of test questions
1. Set up a new situation, closely combine current affairs and politics, and examine students' ability to transfer knowledge, acquire new knowledge and express themselves. For example, 34 questions about the Wenchuan earthquake in Sichuan; Question 35: American urban problems are based on the Olympic torch relay; 36 questions about global warming; They are all based on current affairs and politics, so that students can feel that geography is closely related to our lives, and it is very important to learn geography.
2. The test paper is concise and the chart is clear. Starting from students' life experience and production practice, we are committed to solving practical problems in life, giving students more room for thinking, which is in line with geography curriculum standards. Building an open classroom teaching? The basic concept of "HKUST" also provides more space for students' individualized development.
Thirdly, the analysis of students' typical mistakes.
Statistics show that the overall score rate of the first three types of big questions is high, with an average score rate of 85%, including three fill-in-the-blank questions (Asia-Europe boundary); The scores of 8 (three industries), 9 (Southeast Asian products), 2 1 (climate type judgment) and 29 (the connection between Handan tourist attractions and counties and cities) are low, only 60%~65%. The score rate of analysis questions and short answers in reading the whole picture is only 68%, which is lower than other big questions, and the score rate of some small questions is less than 50%, of which 3 1 is entitled Indian monsoon direction; Question 33. In which direction does Zhongshan stand at the South Pole? Investigate its reason:
1. The basic knowledge is not solid, and the basic principles of geography are not clear. From the analysis of test papers, it can be seen that students' mastery of knowledge is superficial, and they do not have a thorough grasp of basic concepts and viewpoints. Especially in the seventh grade, the knowledge of the earth map, the 33 questions with the lowest score rate, the Antarctic region, Zhongshan standing in the direction of the Antarctic, and the names of the three oceans around the Antarctic. These are the basic knowledge of maps.
This can reflect that the knowledge of the earth map is really difficult in junior high school. So for these difficulties, I think one is to increase the training intensity when teaching these contents, so as to use them skillfully, and the other is to constantly apply and strengthen these knowledge in the teaching of other contents.
2. Students can't use knowledge flexibly, and their ability to solve practical problems with what they have learned needs to be improved. How to solve the energy problem if combined with Brazil's reality. To solve this kind of problem, we should improve students' ability to examine questions, grasp the important information points and keywords in the problem, use ready-made materials and maps to improve students' ability to solve corresponding problems, especially to strengthen the ability to use maps.
3. The ability to solve problems needs to be further improved, mainly in:
First, it is easy to put pen to paper if you don't carefully examine the questions.
Second, the train of thought is unclear, and I don't know where to start answering questions. For example, 29 questions about the connection between Handan tourist attractions and counties and cities, drawing the flow direction of rivers, and 33 questions about which direction Zhongshan Station is located in the Antarctic;
Third, the organization is not clear. Although I answered a lot, I scored less. For example, question 37 (4) Brazil loves football, samba and carnival. What does this mean? In fact, there are only one or a few correct answers, but students can't grasp the primary and secondary, and write all the useful and useless ones, which also brings trouble to the paper.
Fourth, the ability to analyze and solve problems by reading maps is poor, especially the ability to read maps. We can get effective information (both explicit and implicit) from maps, and then use this information to solve problems by combining basic knowledge and basic principles of geography, such as 3 1, 33, 34, 35, 36.
Fourthly, the enlightenment to teaching.
1. Create a space for students to study independently. There is a saying that it is better to say than to listen, and it is better to say than to do. In classroom teaching, giving students more space and time for autonomous learning and teaching them more learning methods may slow them down at first, and then they will get better and better, more relaxed and more independent.
2. Pay attention to the cultivation of students' ability to read pictures. Map is the second language of geography, which occupies a considerable proportion in new geography textbooks. We should strengthen the cultivation of reading ability by knowing, pointing, filling and using pictures. Pay attention to the cultivation of reading ability in teaching, so that students can learn the methods of learning geography and learn geography that is useful for their lifelong development.
3. Combine practice and apply what you have learned. What is one of the concepts of curriculum standards? Learning geography in life? . In daily teaching, we should refer to current affairs, politics and hot issues in real life, and guide students to pay attention to life and society, so as to establish correct views on resources, population, environment and Scientific Outlook on Development, and make them imperceptibly influenced.
Improvement of verb (abbreviation of verb)
1. reflects the characteristics of the discipline and highlights the importance of various geographical maps.
Geographical map is geography? Language? , is an indispensable tool to learn geography well. The reading, analysis, induction and generalization of geographical charts are important ways to cultivate and develop geographical image thinking. There are thirteen questions in this paper, which directly test students' ability to look at and analyze pictures with various images, and many of them are drawing questions without pictures. The graphics are diverse, involving distribution maps (such as 29, the connection of tourist attractions in Handan; 32. Japan; 33. Antarctic region, etc. ), landscape map (such as 14, Southeast Asia landscape; 30, three major religions), statistical charts (such as 35, Mumbai temperature and precipitation chart), etc.
2. Focus on ability and concept
On the basis of examining students' basic knowledge of geography, the proportion of questions to examine students' ability has been increased. There are many problems based on ability, which require in-depth thinking and certain ability to draw correct conclusions.
3. Strengthen the comprehensiveness of the test questions.
Compared with the past, the comprehensiveness of test questions is not only reflected in the integration of geographical knowledge, but also in the integration of mutual penetration between disciplines. Especially question 37 (Europeans love dairy products and beef and mutton. What is the relationship between this diet structure and the local natural environment? Brazilians love football, samba and carnival. What does all this mean? ), etc. The presentation of test questions is novel and flexible, connecting with students' life experience and actual production and life, starting from the cases around students, creating scenarios and setting questions is not a direct presentation of the contents of the textbook, but requires students to comprehensively analyze and think about what they have learned and comprehensively examine students' knowledge transfer ability under the new situation. The idea of the topic is novel and flexible, which points out the direction for our future teaching to cultivate students' ability to comprehensively analyze and solve practical geographical problems from the perspective of geography on the basis of mastering textbook knowledge.
4. The paper performance is beautiful and novel.
The layout of this paper is reasonable and orderly, the drawings are standardized and clear, the expressive force is strong, the types are diverse, the plane is three-dimensional, the pictures and photos are beautiful and novel, especially the various charts processed by the computer, which are pleasing to the eye and accord with the age characteristics of junior high school students. And cause thinking.
Suggestions on improvement of intransitive verbs
Some suggestions on examination papers
1. Look at the picture and analyze the small questions in the short answer questions. It is best to give scores. For example, 35 questions are not given points, leaving a lot of room for answering, so many students wasted a lot of time answering a lot of content, and the result was only one point, which also affected the answering time later. There are 37 similar questions about Brazil's love for football, samba and carnival. What does this mean?
2, 35 questions, the first question? In Figure 7, complete the temperature curve and precipitation histogram? Right in the middle? Average temperature and precipitation in Mumbai for many years? Use figure 7? Mumbai temperature curve and precipitation histogram? Suddenly some careless students didn't see the requirements of the question, so they lost 4 points.
Guess you like:
1. Analysis of geography final examination paper of grade seven.
2. Analysis of the final examination paper of the first volume of the seventh grade geography.
3. Analysis of geography final exam questions in Senior One.
4. Junior high school geography final examination paper analysis model essay
5. Junior high school seventh grade geography examination paper analysis model essay