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八年级上期末英语测试质量分析

八年级上期末英语测试质量分析
八年级上期末英语测试质量分析

XX中学2012-2013学年上八年英语

期末检测题质量分析

一、试题的整体情况

(一)体现出的命题思路

1、全面、准确地考查八年级学生在英语学习方面达到《全日制义务教育英语课程标准》(简称《课程标准》)所规定的八年级英语水平的程度。试题做到了考查内容基于教材,但不受教材内容的制约,从而鼓励教师“用教材去教,而不是教教材”的教学指导思想。

2、全面贯彻落实了《课程标准》所确立的课程评价理念,试题加强了对三维教育目标

的考查,即在侧重考核学生的英语基础知识、基本技能、语用能力的同时,对情感态度、思维创新能力和跨文化交际意识的评价也进行有益的探索。目的在于加强学生对自己在

英语学习经历中所获得的对英语的认识的评价,有利于促进他们形成综合语言运用能力、形成良好的交际策略和健全的人格。

3、试题内容无论自编还是改编,选材充分考虑到英语语言使用的实际情况以及学生的实际生活经验和社会发展状况,尽可能提供了语意相对完整的语境,选用真实、地道、典型的当代英语素材。

4、试题的设计力求做到了科学、合理,使英语水平发展程度不同的学生英语学业成绩都能得到全面、公正、客观、准确的评价,充分发挥本考试的鉴定功能、激励功能和导引教学的功能。

(二)试卷结构

1、试卷分成两部分,即听力部分和笔试部分。试题总分120分。第一部分听力部分25 分。第二部分笔试部分95分。第二部分包括单项选择15分,情景交际10分,完形填空10分,;阅读理解30分,完成句子10分,句型转换10分,书面表达10分。

2、试题内容几乎涵盖了《课程标准》八年级英语上册的所有话题和功能意念项目,信息量大,但难度低于往年。较往年降低的适当难度在单项选择和阅读语篇上,语言基础知识的考查难度不低于以往。力求使各种水平的学生在答题时都能轻松顺畅,便于激发

他们的答题及学习英语的兴趣。

(三)试题的特点

1、体现课改,依标靠本,立足基础,突出主干为前提,同时选材贴近生活。

2、注重人文,倾注关怀,彰显文化的同时,渗透学习策略培养。

3、渗透开放,重视创新的前提下,正视差异,力求公正。

二、试卷分析

1、整个班级48人,与考数48人,优秀人数22人,优秀率45.8 %,优良人数37人,优良率77.1 %,及格人数39人,及格率81.3 %,平均分115.2 分。

2. 学生得分情况。

本次期终考试,八年级英语试卷题量适度、难易适宜,试题大部分都是基础题。从总体上说,试题出题范围很合适,适合八年级学情。对学生来说,只要细心,就会得高分。但在具体的答题时,问题却很多:第一部分:听力部分(25分)。

本题满分为25分,得分率为75.37%,是本次考试得分最多的一道题. 第二部分:笔试部分。

第一题单项选择(15分)。

本题共15分,得分率为86%。本题为基本题型,学生失分较少,不过,学生因语法知识欠

缺,导致的问题还是显而易见的。女口~27、34小题,有学生没注意到句中的~nOt- un til ,把本该选C选成了because另外25小题错误也很多。学生分忘记there be的句型。

第二题情景交际(10)。

本题共10分。得分率77.21%,主要错在36、37、42题。特别是36题中important的最高级学生还没学,所以错的比较多。

第三题完型填空(10分)

本题共10小题得分率为87%,学生失误不多。失误学生大多为粗心所致。部分学生不能根据上下文整体理解,对于常见用语掌握的熟练程度不够,基本功不扎实,知识掌握不到位。应注意加强培养学生的课外阅读习惯,要错在49、50、53、58、60题。

第四题阅读理解(30分)。

共15题,得分率为80.25%。这个题目难度仅次于听力,学生得分较高,反映出学生对知识点的综合运用能力很好,基础扎实。

第五题完成句子10分

共5题,得分率为85.84%.题目的难度较小,学生回答不理想,主要是时态用错。主要错在80、82、85题。

第六题句型转换(10分)。

本题共5题,学生得分率91.57%。主要错在89题,回答时用of course not。93题过去时play没有改成played。

第七题书面表达(10分)

以“ My friend Mary ”为题写一篇60个词左右的短文

此题实用性较强。试题贴近生活,学生确实能根据提示的内容写,但写出一定水平,得到较高的分数,仍有一定的难度。考生在书面表达中所反映的问题主要有:基础不扎实,语言表述不清楚。主要表现在:语序混乱、语法结构错误、基本句型没掌握、单词拼写错误、时态错误等。学生的词汇量小,词汇掌握的不牢固,综合能力差。学生书写能力差,书写不规范,书写了草,也是失分的一个原因。

三、后阶段教学建议

1、提高学生词汇量

从学生的错误上来看,词汇量的匮乏是一个关键因素。除了除了通过增加学生的阅读量提高词汇量,还要求教师上好每个单元的vocabulary,利用这个机会补充学生的词汇,提高解题能力。在平时默写单词的时候,有意识地培养孩子转化词性的能力。

2、在今后的教学中要做好基础词汇以及重点词组句型的过关检测。

3、加强能力训练、学法指导。训练学生根据上下文推敲选项的能力,教师在平时的阅

读练习中不能只讲答案,就题论题,更重要的是教会学生解题方法。提高学生阅读理解和分析能力。教师要引导学生学会读题和分析题目,培养学生的阅读习惯和能力。加强

学法指导,教师在教学中要教学生如何审题,如何寻找试题的关键词,捕捉有效信息。

4、加强对学生考试态度的训练和加强考试心理疏导,在考试中做到细致、认真。

5、进行一些专项知识的教学,如时态,词形改变,写作等专项训练。

6?加强英语课外阅读,提高信息素养。英语知识的获得与能力的提高是在不断的听、说、读、写的训练过程中逐步形成的,而教材和课堂所能提供的训练还是比较有限的,课标要求五级学生除教材外,课外阅读量应累计达到15万字。因此,要加强理解语篇

的能力训练,增强英语语感。其次,训练要注意提高质量。在选择学习材料的时候,一定要依据课标和学生的实际精选材料,可以将好的材料进行优化组合,减少学生的无效

学习,切实减轻学生的课业负担,提高学习的实效。同时要增强信息意识,培养和提高信息

素养,重视运用英语解决实际问题的能力。

7、要求学生平时做好错题的整理工作。强化学生学习策略的培养,特别是学生的自我调控能力的提高。薄雾浓云愁永昼,瑞脑消金兽。佳节又重阳,玉枕纱厨,半夜凉初透。

东篱把酒黄昏后,有暗香盈袖。莫道不消魂,帘卷西风,人比黄花瘦。

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