Reflection on high school political exam

Reflections on high school political exams : Fan Wenyi:

First, the test analysis
This exam examines the two modules of Economic Life and Life and Philosophy based on the examination syllabus. The difficulty of the test has increased compared with the previous monthly test. Efforts to reflect the spirit of the new curriculum reform, tracking the direction of the college entrance examination proposition, mainly to test candidates' reading materials to obtain information, mobilize the use of knowledge, analysis and problem-solving skills. When examining the ability, it focuses on the deep understanding and flexible use of the knowledge of the teaching materials. The test paper has the following characteristics:
1. Comprehensively examine the main knowledge, and combine the knowledge and ability test. The questions related to "Pleasant Goat" jewelry, social ethics, housing reform, home appliances to the countryside, fiscal and monetary policies.
2. The test questions are close to life and highlight the current hot spots, embodying the spirit of the times and the human spirit. The test questions focus on the Qinghai Yushu earthquake, Sino-US relations and economic development, and celebrate the 60th anniversary of the founding of the country.
3, test questions and texts, focus on the spirit of innovation and practical ability to examine.
4, the answer is concise and logical, hierarchical. Give students a general solution to the problem and methods, which can test the effect of learning.
5, format specifications, the distribution of points is reasonable.
There are problems in this test: 25 A. B, C, D distributions do not pay attention to the balance, giving students psychological pressure, can not believe their options.
Second, the answer analysis
Subjective questions total 50 points, 70% of students scored 30 to 36 points, 20% of students scored below 30 points, and 10% of students scored around 40 points. The whole year passed 96 people, with a maximum of 74 points and a minimum of 12 points. Among them, 26 questions and social values ​​and life values ​​are very poor. The objective questions are not well answered and the scores are not high.
Third, the score analysis
Fourth, there are problems
1, the basic concept is not clear
2. The ability to acquire and interpret information is insufficient, and the ability to refine and organize information is too poor.
3, the answer to the lack of professional terminology, open mouth, a thousand words and thousands of words.
4, the organization of the answer is not logical and hierarchical, writing is extremely negligent, the answer is very irregular.
5. The psychological quality is not good.
V. Teaching reflection
1. Explore the methods of psychological adjustment so that students can recognize themselves and self-regulate various psychological problems encountered in the exam.
2. Develop the ability to acquire and interpret information, mobilize and apply knowledge.
3. The memory and understanding of basic knowledge must be in place and accurate. It is necessary to care about the hotspots of the times and the national affairs, so that students can read newspapers, watch news and accumulate politics, and broaden their horizons.
4 Usually answer the questions to standardize the language, not only to think comprehensively but also to write neat and organized. Do language specialization.
5, to grasp from the macro view, the middle view, micro implementation, grasp the effective combination of the main knowledge, sort out the basic concepts, basic principles, basic ideas, build a knowledge network.
6. In the future teaching, students should strengthen the ability to test questions and answer questions, and improve the ability to analyze, understand, conceive, and answer questions by selecting typical questions and training. Combining teaching and teaching materials with current political knowledge, carry out induction and collation, and form a new and new knowledge system to improve the ability of theory to connect with reality. In the teaching, fully grasp the nature of the course of the ideological and political course, combine the typical examples, the famous sayings and the old sayings, and cultivate the students' humanistic spirit and patriotic sentiment.
The teachers of the senior political preparatory group should further strengthen the collective exchange in the future teaching. The practice of the half-semester is proved to be effective and effective. Everyone must work together to improve teaching and educating people!

High school political exam reflection model two:

First, teaching reflection
1. Solid double base.
Basic knowledge and basic skills are the focus of teaching. The idea of ​​ability should be based on knowledge points. In the future teaching, we should further implement the double base.
2. Strengthen training.
Proper training is a must for consolidating and understanding knowledge points. Students lose more points in subjective questions. The reason is that they are not serious in training with ordinary times. They are afraid of hardships, leading to unclear questions, unclear angles, unfamiliar skills and poor expression.
3, pay attention to poor students.
The poor students in the study have a great influence on the average score of the class. While paying attention to the overall class, we must put more energy into this part of the students.
4. Change the concept.
In the past, many people thought that political classes only need to hold their feet before the exam, and remember to recite them. This concept is wrong, and any subject knowledge needs to be accumulated, understood and consolidated. It is necessary to change the concept of other teachers and obtain their support; change the concept of students and improve the initiative of learning.
5. Pay attention to work.
There are explicit and implicit assignments in the homework, in-class homework and homework assignments, homework assignments by teachers, and homework assignments by students. For the assignments assigned by the teachers, they should be revised and analyzed in a timely manner; for other types of work, they should be patiently explained.
Second, improvement measures
1. Find more students to talk and get emotional support from students.
2, have more time to go to class, so that students' problems can be solved in time.
3. Strengthen the guidance of learning methods to improve the accuracy of students' questions.
4, students and students of mutual learning activities, eugenics and poor students to help the students, improve the overall performance of the class.
Third, the study of law guidance:
1. Guide notes.
Many students come from the middle of the country, are not used to high school teaching methods, do not know how to remember class notes. It is necessary for them to change the methods of teacher lectures and student strokes, and actively extract the effective information of teachers' classes, key records, and extracurricular finishing.
2. Guide memory.
Politics classes require a certain amount of knowledge based on memory. Students can combine a variety of methods such as silent reading, reading, and mutual back. Focus on understanding memory, and remember to remember.
3. Guide the work.
The multiple-choice questions are mainly to teach students how to understand the meaning of the problem, grasp the center, find the key words, and learn to use the elimination method, the inverse method, the causal method and other problem-solving methods.
Subjective questions should teach students:
1 review materials, grasp the center; 2 review questions, grasp the key; 3 review questions, grasp the angle;
1 find the textbook, pick the idea; 2 find the background, the search language; 3 find the contact, the final outline of the organization of the language, accurate answer.
Repeated training, feedback on time, implementation of techniques, and inferences, students believe that students will grow in the second half of the teaching.

Reflections on high school political exams :

This exam is the first mid-term exam for liberal arts students. The test paper mainly reflects the mastery of the basic knowledge of the students in the two months of the school. It reflects the fact that the students are not strong enough. It also shows that the teachers can explain the students by explaining the test papers. The situation, find out the common errors of students in the test paper, to make up for the omission in the teaching process, help students to consolidate the knowledge base, and strengthen the understanding and grasp of knowledge. Therefore, the examination papers are very important, so how to talk about it, this requires us to study and think every time. Based on this mid-term paper, based on the analysis, I made the following thoughts and efforts.
First, pre-speaking analysis, paving the way for the test papers
Before explaining a test paper, you must have a certain degree of understanding of the test paper so that you can achieve it in a targeted manner.
1. Analysis of test papers
This mid-term test paper is the teacher's proposition of the school. The advantage of this is that the investigation of our students is more targeted. The total score of the test paper is 100 points, and the time is 100 minutes, of which 50 points are selected and 50 points are not selected. The content of the test paper is mainly the knowledge points of Lessons 1-7 of Life and Philosophy.
From the point of view of the test, it focuses on the students' basic knowledge, the ability to remember and understand the knowledge, and the quantitative requirements for the students' ability to solve problems. This also makes the test paper as a whole easier, difficult to control, students Can quickly enter the solution to the problem. In addition, I also conducted a simple analysis of the discriminative degree of the test paper, the intent of the proposition, the knowledge structure and requirements of the knowledge points examined. On this basis, I have determined a relatively clear evaluation target.
2. Analysis of students' problem solving
In this respect, it is possible to achieve targeted error correction and to achieve a point-to-face approach. This is a very important program before the explanation.
First, conduct sampling and statistics on the student's error situation, collect information correctly, organize information scientifically, and reproduce the answer process. After the completion of this test paper, I did two work on the test paper. The first is to count the error rate of the 25 multiple-choice questions. This also allows me to focus on the test papers. High-level questions can save time and use the explanation of the puzzles to achieve optimal integration of time.
Secondly, analyze the test situation of students with obvious problem solving, analyze whether the test scores, answer questions, and answer mode are standardized, whether the roll surface is neat, especially some common mistakes should be specifically dialed, and find solutions and methods. And ask students for the standard answer. In the test paper, the test papers with very specific questions are displayed, and the students with excellent grades and progress are praised. The purpose is to play a leading role. In this test paper, I gave a typical analysis of the test papers of 10 students, so that students have a clearer understanding of their own mistakes, which has greatly improved this aspect of the week.
Second, mobilize the enthusiasm of students, let students become the subject of the test papers
In the classroom, according to the previous preparations, our teachers have already had a deep understanding of the examination papers and examinations. When explaining the examination papers, we can also focus on the difficulties and points, and we can also summarize them for our teachers. The mistakes, the reasons for the mistakes and problem-solving skills to help students analyze, but also according to the test situation to expand, in order to inspire students' creative thinking ability, ignite their wisdom and spark the potential of students. At the same time, more attention is paid to the interaction between teachers and students, mobilizing students to participate in the enthusiasm of the lectures, allowing students to conduct self-analysis, self-correction, self-evaluation, which can also improve students' analytical ability, problem-solving ability, and form a good classroom atmosphere. Better classroom results.
In the explanation of this mid-term paper, I paid attention to the role of students' subjectivity. After sending out the papers, I arranged a certain task for 10 students. If they did, let others share their experiences and skills. If you made a mistake, what is the reason for choosing it at that time? I call this method "back to the examination room." Facts have proved that such an approach has been successful, and the enthusiasm of students has improved markedly. These 10 students have also prepared a lot for their explanations, indirectly making them not only solve the problems in their own papers, but also consolidate their Deepening and expanding knowledge.
Third, the test paper to explain the "after the good"
After the lectures are completed in the classroom, it does not mean the end of the test papers. Can you consolidate the results obtained in the classroom, so that students can truly and more thoroughly understand and master the knowledge they are studying, especially those students who do wrong? In the part, the "aftercare" after the test paper is particularly important. I think there are two things to do:
1, the finishing of the wrong title set
Students explain the methods and ideas of solving problems according to the reasons of mistakes, as well as the synthesis and induction of knowledge points to establish a "wrong title set". Through the notes made during class, focus on the wrong place and analyze the correct problem-solving ideas and Answering skills, researching the standard mode of answering questions, think about how you can make yourself a better scoring advantage, to completely solve the problems in learning, and guide students out of the misunderstanding of learning.
2, supplementary exercises
In response to the errors in the exam, the teacher found some targeted questions based on the principle of specificity to feedback the effect of the student's correction error. Let the students go to practice, so that the students once again enter the "examination room", so that students can truly transform the knowledge and methods taught by the teachers in the test questions into the students' own things. In this way, the effectiveness of the test can be achieved.
In short, through the analysis and explanation of this mid-term exam paper, I realized that our teachers' explanations are not explained for explanation. We should explain the classroom not only as a classroom to correct mistakes, but also to let students get inspiration from mistakes. It can be used to infer the classroom of knowledge, improve the ability of students, and let students take the initiative to learn the classroom.

High school political exam reflection model four:

The previous semester mid-term examinations are not only an evaluation of the students' learning outcomes, but also a direction of future teaching activities. The examination papers of the second-grade high-level examinations also have such dual functions. This mid-term exam paper is a high-quality paper. Below I will combine the characteristics of this paper with the political teaching of our school, talk about some of my own ideas, for colleagues to discuss corrections.
I. Analysis of the characteristics of the mid-term questions in the political disciplines of the second year of high school and analysis of the scores of gains and losses
1. Examination of test papers: The contents of this midterm exam include the contents of the second lesson of the second grade philosophy. Determining such examination content has its positive significance. It is mainly manifested in: Let the students of the political class develop from the second year of high school, the intrinsic connection of the knowledge of knowledge, the connection of knowledge before and after; the methodological and theoretical connection between the knowledge of the common sense of the second year of philosophy The use of.
2, the characteristics of the test paper analysis of the overall feeling: flexible, and current affairs and life are closely linked. The author believes that this mid-term exam paper mainly presents the following characteristics:
Pay attention to the "double base", pay attention to the internal relationship between knowledge, and highlight the ability to understand and use. As a phased test, the mid-term exam should emphasize students' accurate understanding and understanding of basic concepts and basic principles. The college entrance examination emphasizes the ability to examine and encourage innovation, and it is often based on the ability to examine the basic knowledge of candidates.
Pay attention to the reality of society and life, the topic closely follows the domestic hot issues, and actively reflect the real life problems that the people care about. The theory is linked with reality and has a strong sense of the times. Guiding students to pay attention, correct understanding, correct analysis, and reasonable evaluation of real-life problems at home and abroad is not only the implementation of our political disciplines in ordinary teaching, but also the directional principle of the political subject proposition of the college entrance examination. The mid-term papers are trying to guide our teachers to work in this direction in the specific teaching of peacetime. For example, questions 1 and 35 require us to pay attention to the understanding of the “scientific concept of development”. The 38th and 39th questions focus on our lives. and many more
Focus on cultivating students' ability to dialectical thinking and analysis and problem solving. On the basis of attaching importance to core knowledge and main knowledge, the first analysis of the test paper attaches importance to examining students' thinking ability and highlighting students to look at the problem from a comprehensive perspective. The two analytical explanations emphasize the ability of students to extract information from materials, the ability to use political terms and the ability to migrate knowledge, and the ability to look at problems from multiple perspectives. In the case of the analysis, the comics comprehension question appeared this time, which requires the students to have the comprehension ability of the comics, and can use the knowledge learned to correctly explain, such requirements are relatively high.
3. The question type and score of the test paper are 150 points for a total of 39 questions. The objective question score is 75 points, accounting for 50% of the test score. The subjective score is 75 points, which is the score of the test paper. 50%. The test papers examined the questions of the five major college entrance examinations. The best choice question score was 48 points, accounting for 31.2% of the test paper score; the indefinite choice question score was 27 points, accounting for 17.5% of the test paper score; The score of the answer is 23 points, accounting for 14.9% of the score of the test paper; the score of the analysis is 20 points, accounting for 12.9% of the score of the test paper; the score of the discussion is 32 points, accounting for 23.5% of the score of the test paper.
4, sampling analysis analysis of the papers of 43 students in the second class, the average score is 105.3, the excellent rate is 2.0%, the pass rate is 95.2%, the highest score is 129 points, the lowest is 80 points. The overall test paper is moderately difficult, but subjective questions are difficult and objective questions are easier.
5, the statistics of the gains and losses and typical errors
6. Analysis of reasons for student loss:
The high scoring rate of single-choice questions indicates that students pay more attention to the understanding of basic concepts and basic principles while paying attention to the memory of basic knowledge, but there are also some multiple-choice questions with high error rates, such as single-choice questions. For the sixth, seventh, 20th and 23rd questions, the scores of the students are all below 60%, and the score of the seventh question is only 26.8%, which also reflects that the students' understanding of the basic knowledge needs to be further improved. The scores of the sixth, 20, and 23 students are all below 60%. The main problem is that the students' knowledge structure is incomplete, the knowledge network has not yet been constructed, and the problem is lacking in many angles. Some knowledge has its own mistakes. Lack of depth, students do not master the basic problem-solving methods.
The score of the indefinite multiple choice question is relatively high. The error rate is higher, there are 27, 30, and questions. For example, the 27th question with a high error rate, the students who choose the A item are unclear, the question is dialectic, and the item A is the materialism, but Many students have chosen. The 30th question with the lowest scoring rate is because the students' own knowledge is not complete enough, and most of the students are missing.
The overall situation of subjective questions is not good and there are many problems.
The scores of the two short-answer questions are mainly reflected in the fact that the students' mastery of the basic principles is still incomplete, and the philosophical principles in the mind are not yet solid. In addition, the habits, consciousness and trials that lack serious examinations are not in place. For example: Question 34, the first question is against the philosophical truth? The second question is to make a brief explanation. Many students will directly analyze the second question without corresponding philosophies. The second question of question 35 is the small part of the textbook. Many students are not familiar with this, which leads to low scores.
The scoring rate of the two dissertation questions is the lowest compared to the short answer questions and the analytical explanation questions. The main reasons may be the following: 1. The title itself is more difficult, especially the 37th question. 2, the problem in the title, can choose a reasonable philosophical knowledge to answer the question, but lack of connection with the meaning of the question. 3, students lack the ability of dialectical thinking, and even a considerable number of students did not fully understand the point of need to distinguish the 36th question.
Two analysis and explanation questions, although the score of the 38th question on the test paper is acceptable, but after careful reading and analysis, the following problems can still be found. For example, the answer is lack of pertinence, the meaning is lack of hierarchy and logic, and the content and viewpoint are scattered. . The material review is not deep and comprehensive, and the review of the test lacks system and integrity. The score of the 39th question is relatively low. First of all, some students are not serious in their examinations. They simply do not see "how to reflect the dialectic connection?" Secondly, some students saw the word "contact" but did not have a complete knowledge system. So that the key points are lost in the answer. Thus the score is not high.
Second, the enlightenment of future political teaching
1. Pay more attention to the “double base” and pay attention to the establishment of knowledge structure and network.
2. Continue to implement the principle of linking theory with practice, so that students can form a habit of actively caring about social hotspots and life.
3. Strengthen the collective preparation of lessons within the preparation group, improve the ability of unity and cooperation, pay attention to the content of lesson preparation, focus on strengthening the analysis of difficult teaching points and break through the difficult methods, as well as the design of classroom teaching methods and teaching programs.
4. Strengthen the guidance of students' problem-solving methods, and should pay more attention to this aspect of ability training. Regularly select typical questions for special training to improve students' ability to solve problems, especially the ability and awareness of subjective questions.
5. Establish an equal and democratic view of students, stimulate the passion of students' classroom activities, and interact with teachers and students.
6. Strengthen the supervision of students' daily study, change the past and not consolidate the situation in time, mid-term and end-of-term
The habit of backing is strictly clear, clear, clear, and clear. At the same time, after the class, I care more about the students, communicate with the students, and care about the students' life and learning conditions, so as to increase the affinity between teachers and students. Strive to make students willingly spend more time on political science.
7. Study the student's learning situation with the times, study the efficient student learning method as much as possible from the perspective of students, and strive to let each student learn to study politics and encourage students to improve the learning efficiency per unit time.

High school political exam reflection model five:

Time flies, and the first monthly exam in the blink of an eye is over. However, leaving me with an irreparable time; facing this piece of Zhang You’s not a sharp and stumbling block, I couldn’t help but be tempted; look at the questions that should not be wrong. When I fork, I feel infinitely blaming myself in my heart...
When I calm down, and then carefully browse through the test papers, I found out how careless and impatient I was. When I got the question, I immediately wrote it. If I didn't understand the problem, I started to panic. I didn't know where to start, which led to a total score of 9 points in mathematics, which made me feel very painful now.
Also, although the old man said: "These teachers didn't even talk about it..." In fact, it is so ridiculous and ignorant to think about it now! "I didn't talk about it." I thought that this reason could cover up all the mistakes. Now, think about it, it is better to do not have the usual review and preparations on time. If you say that you usually have a review and preparation, then what is the great relationship even if the teacher does not talk about it? The current responsibility can only be pushed back to himself. Pre-study has always been an important requirement for students to learn. If we do not pre-class preparation, then our study will be greatly reduced.
Knowledge relies on accumulation of time. It is impossible for people to input a large amount of learning content into the brain in a very short period of time. "Hungry for a full meal", "three days of fishing for two days to dry the net" will only get twice the result with half the effort. Therefore, we must do regular quantitative learning.
We must also do the teacher’s request to be familiar with it. We must use an understanding method to recite it. We must not memorize it. If we memorize it, when the topic is flexible and flexible, it will lead to a series of mistake.
From this monthly exam, I have summed up a lot of learning methods and learning methods. When we have poor exams, if we only go to find reasons, or push the wrong responsibility to others, then we will always cover up the mistakes. Wrong.
If the daily completion of the learning task is not completed, like to focus on review, exams, and the daily accounting, the account of the debt, it will be more difficult to achieve good results. It is necessary to have a daily accumulation of knowledge, review every day, and to concentrate on learning.
Learning depends on accumulation, learning depends on effort; chances are only once, can not let go of any exam!