What should be included in the analysis of junior high school science papers?

What should be included in the analysis of junior high school science papers?

The remarkable difference between academic examination and the original middle school entrance examination with strong selection function (referred to as "senior high school entrance examination") is that it is a horizontal examination based on curriculum standards and does not overemphasize differentiation. Its exam-oriented goal is the final exam in compulsory education, which aims to comprehensively and accurately reflect the level of junior high school graduates' scientific learning goals. Science academic examination results are the main basis to measure whether junior high school students graduate or not.

First, the characteristics of junior high school science papers in Jinhua

Jinhua junior high school science examination paper pays attention to the examination of basic knowledge and skills, links with real life, pays attention to process and method, emotional attitude and values. Every year, the examination paper has some innovations in the conception of proposition, the compilation of examination questions and the setting of scenarios, which can promote the development of students.

In recent years, the examination papers of science academic examinations are relatively stable, both in terms of the number of questions and the setting of questions. The full score of the whole paper is ***38 questions 160, and the examination time is 120 minutes. The whole volume is divided into two parts: the first volume and the second volume. Volume one is a multiple-choice question, 20 small questions, ***60 points; Volume 2 is short answer questions, experimental inquiry questions and analytical calculation questions, with a score of *** 100. Among them, the short answer question 10, out of 40 points; The experimental inquiry question 4 is a small question, with a full score of 30; Analysis and calculation questions 4 small questions, out of 30 points. Among the examination contents, life science accounts for about 26%, materials science accounts for about 38%, and earth, universe and space science accounts for about 6%. The process and method of scientific inquiry, as well as science, technology and society are distributed in every content. The difficulty coefficient is stable at 0.70-0.75, which is easy to be titled as 70% 5%, slightly difficult to be 20% 3%, and difficult to be 10% 3%.

Second, Jinhua junior high school science academic exam often test knowledge points

From the subject point of view, Jinhua junior high school science examination paper can be divided into four parts: physics, chemistry, biology and geography. Now look at the proportion of these four parts in the test paper and the knowledge points that have been frequently tested in recent years from the perspective of branches:

1. physics

The distribution of questions in the physics part is as follows: 6 multiple-choice questions, with a score of18; Fill in the blanks with 3 questions and 6 blanks, 12 points; 2 questions and 8 blanks in experimental inquiry, 16 points; Analysis and calculation of 2 questions, 16 points. Some contents are integrated with other disciplines, or involve inquiry. The score of the physical part in the whole volume is about 62 points.

The knowledge points frequently tested in recent years mainly include:

Force and motion (inertial reference), two-force balance, energy conversion, simple machinery (lever, pulley), pressure, density, buoyancy; Characteristics of series-parallel circuit, ammeter reading, ohm's law, electric power (nameplate information), resistance or electric power measured by voltammetry, circuit fault, electricity and magnetism, sliding rheostat; Reflection and refraction of light and plane mirror imaging; A change of state.

2. Chemistry

The distribution of questions in the chemistry section is as follows: 6 multiple-choice questions, with a score of18; Fill in the blanks with 3 questions and 6 blanks, 12 points; Experimental inquiry 1 empty, 8 points; Analysis and calculation questions 1, 8 points. Some contents are integrated with other disciplines, or involve inquiry. The score of the chemistry part in the whole volume is about 46 points.

The knowledge points frequently tested in recent years mainly include:

Energy, science and technology, environmental protection, new materials, etc

Composition, structure, properties and changes of matter

Solution knowledge (composition, characteristics and calculation of solute mass fraction)

Properties, preparation and inspection of common gases

Metal activity sequence

Properties of acid, alkali and salt and their mutual transformation

Material separation and inspection

For the reaction type, write the equation.

Calculation of related equations (including related chemical formulas), etc.

Experimental design and exploration

The main test sites not involved are only related knowledge such as valence and chemical formula.

Calculation of element mass fraction in chemical formula

Other common knowledge points are PH, metal activity, materials (such as iron) and so on.

The probability of hot knowledge is high, but it does not mean the examination. The possibility of non-hot knowledge is small, which does not mean that it will not be tested. Hot knowledge must be mastered in order to grasp the general direction, and non-hot content must be clear in order to get high marks.

3. Biology

The distribution of questions in the biology section is as follows: 6 multiple-choice questions, with a score of18; Fill in the blanks with 3 questions and 6 blanks, 12 points; Experimental inquiry 1 empty, 6 points; Analysis and calculation questions 1, 6 points. Some contents are integrated with other disciplines, or involve inquiry. The score of the chemistry part in the whole volume is about 42 points.

Identification and function of ecosystem components, structure and use of microscope, infectious diseases, photosynthesis and respiration, metabolism, digestion, absorption and function of nutrients, characteristics and differences between blood vessels and blood cells, structural characteristics of animal and plant cells, reflection and reflex arc, and seed germination.

Among them, the identification of ecosystem components, the structure and use of microscope, general measures to prevent infectious diseases, photosynthesis and respiration, transpiration have always been the hot spots in the senior high school entrance examination, and the identification of ecosystem components, general measures to prevent infectious diseases, photosynthesis and respiration, and the structure and use of microscope are almost the contents of the annual examination.

The following test sites are relatively few in recent years: food chain, population and community, enzymes, genetic material, non-communicable diseases, biosphere evolution, hormones and so on.

4. Geography

The distribution of questions in the geography part is as follows: 2 multiple-choice questions, 6 points; Fill in the blanks 2 empty, 4 points; * * * 10.

The weather and climate, the earth's rotation and revolution, and the moon phase are all tested more.

Judging from the science volumes in various places, geography test questions are more about combining real life, social hotspots and current frontier issues of scientific development, such as the Sichuan earthquake in 2008, Chang 'e-1 in 2009, and the 20 10 Icelandic volcano eruption. Jinhua is also partly involved.

The geography part is not difficult, basically easy, and generally does not become a loss point.

Third, the examination review suggestions

1. Pay attention to the foundation and don't blindly raise the requirements.

The knowledge points in Jinhua 20 1 1 academic examination review book are the basis for the proposition of academic examination papers. Science teachers in grade three need to study knowledge items seriously, especially core items and new items. Due to the adjustment of teaching content, more content has been deleted this year. Teachers should strictly limit the implementation of knowledge points and the selection of test questions in review to the scope limited by items. Time is limited, and only with clear goals can we finish the review work easily and efficiently.

Basic knowledge and skills are always the core of science course examination. In recent years, we have adhered to the principle of "attaching importance to basic knowledge and skills". At the same time, there are no requirements for complex problems, difficult problems, local problems, old problems and other problems that require high computing power. Most questions should be basic, and only a few questions require higher thinking ability. Therefore, in the review of the senior high school entrance examination, we must never improve the knowledge requirements of the examination questions, but we must never lower the skill requirements. Therefore, we should pay special attention to the basics when reviewing.

The test questions of basic knowledge and skills should pay attention to flexibility and diversity, and emphasize ability and conception. Many problems have a high starting point, but they are not high. In teaching, we should grasp the connotation and extension of basic concepts, consciously discriminate concepts and guide students to truly understand them. In the review process, we should classify the knowledge we have learned from point-line-surface, vertical, horizontal or different angles, so as to make the knowledge we have mastered systematic and structured. When learning new content further, it is possible to consciously classify, code and accumulate new knowledge, and once necessary, it can be consciously retrieved and extracted. In the process of reviewing, we should consciously integrate knowledge, which is conducive to the formation of a good cognitive structure and a better way to review knowledge content.

Academic examination has core knowledge, which needs students to master and consolidate. However, the academic examination will not only assess mental knowledge, and some test sites will change every year. Therefore, in teaching, we should also consider some unusual knowledge points in some projects, which can save time, but we must not form blind spots.

2. Pay attention to experiments and feel the formation process of knowledge.

Experiment is one of the important contents of science. Although the experimental operation test has been carried out before the middle school entrance examination, the experimental operation test focuses on hands-on. The senior high school entrance examination can comprehensively examine the experimental principle, instrument selection, experimental steps and data processing. Therefore, experiments should occupy a very important position in review.

From the scope of investigation, there are not only students' experiments and demonstration experiments in textbooks, but also experiments different from textbooks. In addition to examining students' operation and data processing ability, it also increases their ability to design experiments. In teaching, students should really understand the experimental principle. We need to improve the experimental teaching methods, carry out more research experiments and interesting experiments, guide students to ask why when they encounter experiments, and develop students' experimental ability in the specific experimental process.

3. Select test questions and pay attention to feedback for guidance.

Nowadays, information is developed, and model test papers emerge one after another everywhere. You can't use it as soon as you get it. You should carefully analyze and choose to use it again. Analyze whether the test paper itself conforms to the new scientific reform concept; Whether the knowledge points examined in the examination questions are within the scope of the examination syllabus. Choose topics according to the "defects" of students' knowledge; No matter what test paper is used, it must be selected (edited) before use. Only in this way can the training be effective and targeted. Before marking the test questions, teachers should focus on analyzing what knowledge points are used in each test question, what scientific abilities are examined in the test questions, the difficulty of each test question in the test paper, the proposition intention, the problem setting, the problem trap, the combination point between the test questions and knowledge, especially the situational information questions, and how to obtain useful information from background materials and solve problems.

Before practicing and explaining, we should accurately grasp the students' answers, find out which questions are much wrong, where they are wrong, find out the crux of the mistakes, and analyze which abilities need to be strengthened, so that we can know fairly well when commenting.

Teachers should guide students to summarize the reasons for losing points: knowledge loopholes (such as answering irrelevant questions or wrong answers) or insufficient ability (such as unclear analysis, unclear expression or answering irrelevant questions); Is it careless in examining the questions (careless because you don't see the key words, implied conditions and answering requirements clearly) or technical loss of points (such as typos, clerical errors or calculation errors); Whether the answer is not standardized (such as the formula is not written, the unit is not uniform, etc.). ), or psychological tension (such as a blank mind during the exam, etc. ). When commenting on the lectures, we should make an in-depth analysis according to the representative test questions and students' typical mistakes, so that students can make clear their main shortcomings and the direction of future efforts, sum up carefully, learn lessons, improve their good psychological quality for taking exams, and review more pertinently.

In view of the exam, I think the training method should be:

(1) variant exercise. By modifying the questions and requirements, we can see the students' examination situation and exercise their examination ability. In view of students' situation, teachers need more guidance to examine questions and cultivate students' ability to grasp questions.

(2) Talk about the crux of the train of thought. In the explanation or counseling of exercises, let students talk about the problem-solving ideas of wrong questions as much as possible, and let students expose the crux.

In the final stage of academic examination, teachers should shift from focusing on basic knowledge to cultivating comprehensive ability. The analysis of test paper content can't just stay on the knowledge points. It is necessary to analyze test questions from the perspective of improving ability, focus on the lack of students' ability, and strengthen students' ability to examine questions, analyze problems and solve problems.

There are a large number of questions related to the actual production and life in the science test paper, which examines students' ability to use knowledge flexibly. Therefore, in the usual teaching, we should emphasize the analysis of practical problems, let students learn to analyze, and emphasize the flexible use of what they have learned to solve practical problems. As a science teacher, we should emphasize the harmonious development between man and nature and society, understand the significance of the harmonious development between man and nature, guide students to participate in social consciousness and improve their knowledge application ability by combining hot and focus issues.

4. Pay attention to expression and standardization, and improve the accuracy of answering questions.

For students, the loss of points due to nonstandard problem solving can not be ignored. Therefore, in the usual teaching, we should strengthen the standardized training of students' problem solving. When solving problems, many students are in a hurry to examine and read the questions, and only know a general idea to start writing, which leads to problems. Today is the information age, and some topics contain a lot of information. Only by reading the questions carefully can students get the information of these materials and get the main factors related to the questions. We should learn to filter and leave useful information, so as to grasp the essence of the problem, explore hidden conditions, find a breakthrough to solve the problem and get the correct answer. In the process of solving problems, we should analyze and think more, so as to find ways and ideas to solve problems and improve our ability to solve problems.

The standard of solving problems is also reflected in the accuracy of text expression, especially the expression of some special nouns and terms. Such as mass and weight, incident angle and incident angle ..., especially biological terms, need teachers' attention. In the usual teaching, we should further emphasize the correct writing of key words and error-prone words, and pay attention to avoid the examinee's deduction due to typos.

In short, light negative and efficient review can only come from scientific and reasonable teaching. In the final review stage, we need science teachers: purposeful topic selection, targeted guidance, emphasizing feedback in practice and effectiveness in review.