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高考数学最难大题已有满分,英语短文改错扣分最多! 附评分细则

高考数学最难大题已有满分,英语短文改错扣分最多! 附评分细则
高考数学最难大题已有满分,英语短文改错扣分最多! 附评分细则

高考数学最难大题已有满分,英语短文改错扣分最多!附评分细则

近日,各地高考阅卷工作正在如火如荼进行,各科哪些情况扣分最多?今年“爆难”高考数学题如何评分? 字迹不工整真会被扣分吗? 针对这些大家非常关心的问题,各地考试院纷纷发布信息,一一进行解答。

山西省外语评卷组负责人柳老师说:“今年英语更加注重基础知识的考察,考题相比去年简单一些。但在改错题方面失分较多,主要是由于考生在单词拼写方面不准确、不规范,希望能引起学生们的注意。”

据广东省教育考试院公布,从广东省考生的实际答卷情况来看,存在一些不足。比如在语法填空与短文改错题上存在读题不认真,没有领悟题干的具体要求;书写不规范;单词拼写错误;部分学生答题有投机的倾向等问题。在书面表达题作答出现的问题主要有:考生审题不清,缺乏语体意识;信息点采集和整合的偏离;语言表达不当,缺乏语境和语用意识;语篇构建上应试思维痕迹明显。

一、关于文体

1.试题如对文体有限定,考生要根据文体要求进行写作。

2.考生一旦确定使用某种文体,则要合乎该文体要求。

二、对材料内容与含义的理解

比如2017年全国1卷作文题是材料作文题。

材料列举了一项调查中来华留学生所关注的十二个“中国关键词”。考生作文凡从中选择两三个关键词,能够形成合理关联呈现中国形象的某个方面,均视为符合题意。

考生可选择的立意角度很多,如富强中国、科技中国、文化中国、艺术中国、绿色中国、时尚中国、美丽中国、文明中国、和谐中国、创新的中国、开放的中国、发展的中国、自信的中国等;或上升到中国精神、大国气象、大国责任等;或辩证地看待中国发展中出现的问题,均属题意范围。

三、等级评分标准

这个等级评分标准是很多省通用很多年的,考生们一般看到的也是这个标准。但是具体到某年的具体题目,各省的阅卷组还会制定更具体、更有针对性的评分细则。

比如,2017年高考语文阅卷组制定的评分细则是这样的——

(一)基础等级40分

1.内容项(20分)

涉及A题意、B中心、C内容、D思想、E感情

①一等(20~16分)

A.凡是所选关键词能够形成合理关联,呈现“中国形象'的某个方面者,均视为“符合题意'。

B.凡是紧紧围绕主题构思行文,可视为“中心突出”。

C.凡是材料丰富,能够充分表现主题,可视为“内容充实”。

D.凡是表达的思想倾向积极向上的作文,可视为“思想健康'。

E.凡是行文合情入理者,可视为“感情真挚”。

②二等(15~11分)

A.凡是所选关键词能够形成合理关联,呈现“中国形象”的某个方面者,均视为“符合题意”。

B.凡是能够围绕主题构思行文,可视为“中心明确”。

C.凡是所选材料能基本表达主题,可视为“内容较充实”。

D.凡是表达的思想倾向积极向上的作文,可视为“思想健康”。

E.凡是行文朴实、自然、不造作,可视为“感情真实”。

③三等(10~6分)

A.立足所选关键词,尚能呈现“中国形象”某个方面,但行文有所游离者,可视为“基本符合题意”。

B.尚有中心,但部分材料游离中心之外,可视为“中心基本明确”。

C.虽有一些材料,但不足以表现主题,可视为“内容单薄”。

D.凡是思想倾向基本符合道德规范的,可视为“思想基本健康”。

E.行文有造作痕迹,总体尚自然,可视为“感情基本真实”。

A.未能立足所给关键词,但能关涉到“中国形象”的某个方面,抓住材料的枝节意义来立意行文,可视为“偏离题意”。

B.没有一个明确的主题或脱离材料含义作文者,可视为“中心不明确”。

C.所选材料不能表现主题,可视为“内容不当”。

D.凡是思想观点有悖于现行法律和道德规范的,可视为“思想不健康”。

E.凡行文矫揉造作的,可视为“感情虚假”。

评分操作需注意:

①内容部分评分以A(题意)(注意:可以不引用原材料的文字)、B(中心)、C(内容为重点,全面衡量,综合入等量分。在此基础上,参照D(思想)、E(感情)两项在等内浮动。

②四等卷中,凡各项(ABCDE)均符合该等要求的,字数满800字者,在3~5分内给分。不是空白卷,不能给0分。

2.表达项(20分)

①一等(20~16分)

A.文体特征明显,可视为“符合文体要求”。

B.首尾呼应,文脉畅通,段落划分恰当,衔接紧凑,过渡自然,可视为“结构严谨”。

C.能够使用规范的现代汉语,用词准确,句与句之间衔接自然,旬式选择得当,可视为“语言流畅”。

D.书写规范,可视为“字迹工整”。

②二等(15~11分)

A.文体特征明显,可视为“符合文体要求”。

B.有头有尾,分段合理,可视为“结构完整”。

C.文从字顺,有1~2处语病,但不影响语意表达,可视为“语言通顺”。

D.字迹比较规范,容易辨认,可视为“字迹清楚”。

A.有文体杂糅痕迹,但尚能分辨出文体类型,可视为“基本符合文体要求”。

B.有头有尾,段落划分不够合理,可视为“结构基本完整”。

C.有3~4处语病,对语意表达并无很大影响,可视为“语言基本通顺”。

D.字迹不够规范,但尚能辨认,可视为“字迹基本清楚”。

④四等(5~0分)

A.不能辨别文体类型者,可视为“不符合文体要求”。

B.段落划分有严重缺欠,杂乱无章,可视为“结构混乱”。

C.语病达5处以上,影响了语意表达,可视为“语言不通顺”

D.字迹潦草,难以辨认,影响作文评阅,可视为“字迹潦草难辨”。

评分操作需注意:

①表达部分的评分:以A(文体)、C(语言)为重点,全面衡量,综合入等量分,在此基础之上,再参照B(结构)、D(字体)两项,在等内上下浮动。

⑦四等卷中。凡各项(ABCD)均符合该等要求的,字数满800字的,在3~5分内给分,不是空白卷,不能给0分。

(二)发展等级20分

①一等(20~16分)

内容上“深刻”,体现在三个方面:A.透过现象深入本质;B.揭示事物内在的因果关系;C.观点具有启发作用。

表现上“丰富”,体现在四个方面:A.材料丰富(不指数量多);B.论据充足;c.形象丰满;D.意境深远。

语言上“有文采”,体现在四个方面:A.用词贴切;B.旬式灵活;C·善于运用修辞手法;D.文句有表现力。

写作思维上“有创意”,体现在五个方面:A.见解新颖;B.材料新鲜;C.构思新巧;D.推理、想象有独到之处;E.有个性特征。

②二等(15-11分)

较有文采:A.词语恰当;B.句式有变化;C.能适当运用修辞手法。

较有创意:A.见解正确;B.材料选择得当;C.想象合理;D.较有个性。

③三等(10-6分)

略显文采:A.词语较恰当;B.能够运用一些修辞手法。

略有创意:A.有一定想象力;B.有一定个性。

④四等(5~0分)

个别语句有深意,个别例子较好,个别语句较精彩,个别地方有新意。

评分操作需注意:

①发展等级评分,分解为四项16个评分点,不求全面,可根据其中的若干个突出点按等级评分。

②发展等级应根据相应的“评分标准”和“说明”要求评分,再参照“基础等级”的打分结果适当量分。

③基础等级的“内容”和“表达’’两项得分都在四等的,“发展等级”分只能在四等给分。

四、其他评卷问题

1.关于题目

试题要求“自拟标题”,缺标题者扣2分。

2.关于字数

试题要求“不少于800字”。不足字数,每少50字扣1分,最多扣5分。诗歌按行计算。

3.关于错别字

每3个错别字扣1分,重复的不计,最多扣3分。

4.关于标点错误

错3~5处扣1分,错6处以上扣2分。

5.关于没写完的作文

①主体已写出只是没有结尾的作文,仍按基础等级标准评分,也不影响发展等级的评分。

②主体未写出,或300字以内的(不包括300字)作文,在10分(包括10分)以下给分,直接记在“内容”栏中,其他三个给分栏记0分。

6.关于“文不对题”

凡是与材料的内容含义没有任何联系的作文,可视为“文不对题”。此类作文存10分(包括10分)以下给分,直接记在内容栏中,其他两个给分栏均记0。

7.关于套作与抄袭的作文

①没有自己的构思和立意,仅对原材料进行简单扩写演绎或对已有文章进行简单改写的,均视为套作。凡属于套作的作文,基础等级在三等(包括三等)以下适当评分,发展等级不给分。

②怀疑为抄袭的作文,需提供被抄袭的文章或准确线索。经确认后,此类作文基础等级在四等内给分,发展等级不给分。

8.关于有严重问题的作文

以下四项视为“有严重问题的作文”

①内容上有严重的政治倾向性错误。

②答卷雷同。

③前后笔迹不一致。

④有特殊标记。

(此类答卷由题组长提交学科领导组审核处理。)

五、补充细则

1.关于文不对题:所写文章与材料提供的内容无关,但只要提及了材料的只言片语,就不可视为文不对题。

2.关于发展等级,除了空白卷、文不对题、认定为套作的作文,发展等级一定不是0分,发展等级给分参照基础等级,不要跨等给分。

3.扣分一定要有依据:字数不足,一定要满50字(每行16个字,三行48个字)才能扣分。

1、重视过程完整,把握推理的严谨性

在历年高考学生的答卷上,可以发现许多学生知道试题的解答方法,可就是在解题的过程中丢三落四。

对于解答题,即使过程比较简单,也要简要地写出基本步骤,否则会被扣分。从卷面上反映,不少学生(尤其是优生)解题跨度大,影响得分。

在评卷过程中,评卷组老师有如下共识:①当合理与公平矛盾时,选择公平,即用评分细则处理试卷,即使不太合理,为了公平,也得遵守。如,某考生的解答题只给出了答案且正确,也要给一分(不管他是如何得到的)。

②保持学科特点,注重解题过程的严谨性。

应对策略:这就要求我们,要严格表达完整、推理严谨,注意答题的规范性,必不可少的步骤必须写出来,以减少扣分。要眼里有“过程”,并亲历“过程”。

2、抓好“三基”,侧重通性通法的落实

“三基”(“三基”即基础知识、基本技能和基本的思想方法)是一切学科能力的基础,离开基础去谈能力将是无源之水,无本之木。因此对“三基”的考查是历年高考的重头戏。多数试题考查的是学科基础知识和通性通法。

在改卷中我们发现学生在这方面的失分份量比较重。

例如,

数学概率统计题满分为12分,有3个小题,每小题4分,评分要求几乎一样,一共四个要求:①分析事件;②事件间关系与所用公式;③计算;

④结果。评分标准是每正确一项得1分。

又如,

很多考生把线面角公式、点到面公式写错(从卷面上看应该不排除有相当一部分是优生)。这样的失分让人感到惋惜。

再如,

简单题可用直观解法,只要我们平时对这样的通法予以重视,分数就可以垂手可得。

应对策略:由上面的例子,不难得出这样的结论,那就是最后冲刺要抓好基本知识、基本技能的训练、基本思想方法的渗透(仍是主线)。抓好基础就能得高分。

3、抓好思维过程的展示,侧重能力培养

在评卷过程中,阅卷老师都有这样的感受:思维比结果更重要,方法对了就可以得分。

例如

如果一开始计算出错了,而接下来解题的思维方法没有错的话,每小问仍可得分。在阅卷中发现有考生知道应该怎样解,就因为计算出错,做不出结果就把些题给划掉(自动放弃),失去得分的机会。

应对策略:正确的做法是,停止计算,并把后面的步骤或公式等等接着写出来,只有写出了得分点,老师才能给分。

数学思维能力,不但使解决数学问题有特殊的思维方法和技巧,而且具有向其他学科领域进行迁移的能力。

数学思维能力是在知识传授和学习过程中逐渐得到培养和发展的,需要正确地开发和引导。从高考改革的趋势来看,未来的高考试题会给思维能力强的学生留下充分施展才能的空间。

4、书写讲究整洁,表达要有条理

从评卷的强度可看出这一点的重要性。以文科立体几何题为例,评卷老师每天要评1600份左右的试卷,阅卷平均速度是18秒/份(大多数题目阅卷速度比阅立体几何题的速度要快)。网上阅卷的形式容易使阅卷老师产生视觉上的疲劳。在这么短的时间内,要给出一个正确判断,阅卷的办法主要是找得分点。若书写整洁,表达清楚,一定会得到合理或偏高一点的分数,若不规范就可能会吃点亏。因为某道题的得分是两个阅卷老师的平均分。

有这样一个很典型的例子,

在试评阶段,有一个考生的卷面糊涂,答案正确,评卷老师在忙乱之中误判为1分,另一老师恰好在旁边查看,发现此题解答竟然全对,只是写得不整洁,让人辨认起来确实吃力,应得12分。

试评阶段的评分虽然不会影响学生的得分。但这一例错判,可以看出这是学生表达不规范所致。谁也不能肯定,在正式阅卷时,两个老师都不会同时发生类似情况,这你可不能怪罪老师。由此可见,书写要整洁的重要性是不言而喻了。所以:字不一定写得好,但一定要写清楚,工整清洁很重要。

应对策略:高考评分的要求一般来说比较宽松。每问都是分步给分,可给可不给的分,一定要给。这就创造了给学生得分的机会。学生在作答时一定要有条理。在评卷过程中可以发现,当一题有几小题解答时,有的学生不标明小题号码,这样就会白白地丧失每问分步得分的机会。

5、统筹兼顾全局,合理支配时间

在制定评分细则时,为了更好地区分不同层次的学生,同时也提高全省的平均分,往往每题在开始几步判分非常宽松,最大限度地让学生得分。在高考卷面上不难看出有部分学生陷在某一个题目中,而其他的简单题却一笔未动,说明合理分配时间上出了问题。

例如,

只要判断正确,就可以给分;又如,列出等价不等式组也可得分等等。而得出这些结论对于中等生并不是难事,需要的时间也很短,得到的分数又不少。因此要会统筹兼顾全局,做好会做的题、得到应得分的分数。

应对策略:在考试中要学会主动放弃,及时验证。使用游击战术等策略也能够得到不少分。在高考阅卷中曾对数学选择题和填空题的平均分作过粗略的统计,发现选择和填空题的平均得分约占70%,所以对选择和填空题的强化训练是很有必要的。还要学会在考试时合理地分配做选择题和填空题的时间。

走出误区,我们就可以在高考中赢得时间、赢得分数。

误区之一:苛求格式,浪费精力,关注无关紧要的步骤

规范格式答题,无疑老师们一直在倡导。在平时考试训练中,过于苛求注意格式,有时也会影响学生答题速度和效率。

对策:比如,高考评分细则对概率统计题的要求是不需要进行文字说明的,只要计算过程与结果正确,就可以得满分。平时在解概率统计题时,强调文字表达是为了帮助学生学会审题。有的学生在已经学会思维方式后,就可以适当放宽要求,这样既可以增强学生学习数学的信心,也符合高考评分细则的要求,使学生从“做题型”向“得分型”转化。

误区之二:浪费时间,重复本不该重复的过程

在高考阅卷中,我们发现不少学生忙中出错,将答案写错位置。如将18题答案写在19题答案处,而19题答案写在18题答案处。学生发现写错

了后,会将写好的解答过程涂掉,再重写,如此一来,耽误的时间可想而知。

对策:其实高考评分时并不是这样。阅卷老师如果看到这类情况会记载下来,作为问题试卷交阅卷题目组组长处理,该得多少分还是会得多少分。

万一高考出现这样的问题,且时间不够时,应注明该题是那一题的答案,本题答案答在何处。切勿盲目否定,浪费时间,重复本不该重复的过程。

误区之三:环节脱链,高考意识不浓

优秀源于习惯。但是,习惯的养成却不是一朝一夕就能达到的,需要有一个过程。这个过程也可以说是一个高考意识的过程,在我们的高考意识中,还没有把习惯性行为导致的出错认为是一件大事,例如,有人会说我就是马虎了,不然的话,……,这样一来,似乎马虎还成了一种值得骄傲的本钱(其潜台词不外乎就是:我还是很不错的,我还是……)。所以,在高考试卷中随处可见学生习惯性致错的例子。

高考,细节决定成败!

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