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2013年,湖南省共有考生328193人,语文学科总平均分为93.61分,得分率为62.41%,差异系数为0.13,考生水平整体比较接近;全省考生的语文成绩呈负偏态分布,大部分考生的语文水平高于平均水平;峰度为3.43,在众数97.77位置的考生分布较多。从整体看,2013年高考语文成绩较为全面地展示了全省考生的语文水平,同时也反映了湖南省中学语文教学中存在的一些问题,如与2012年相比较,考生之间,示范性、非示范性高中之间,高考语文成绩的差距在拉大;部分本科上线考生的语文成绩相对其他学科而言,对其高考总分的贡献较小,尤其是三本B类理科上线考生的语文成绩与其高考总分的相关度仅为0.08。从试卷题型结构来看,考生在写作、古文翻译题等方面得分情况相对较好,在填空、选择题等方面表现欠佳;从试卷知识结构来看,考生在写作、语言文字运用等方面得分情况相对较高,在文言文阅读、古代诗歌欣赏和古诗文默写、现代文文学作品阅读等方面表现欠理想;从试卷能力结构来看,考生在写作、探究、鉴赏评价等方面得分情况相对较好,在识记、理解、分析综合等方面表现欠佳。从典型试题分析来看,本报告分别从识记、理解、鉴赏、写作等能力层级和选做题的角度,选取典型试题(第6、11、15、19、20、21题),择要分析了考生答题的优点和不足,从中发现了高中语文教学存在的一些问题。基于以上分析,本报告针对高中语文教学提出四点建议:重视知识储备,加强语文积累;重视文本理解,加强独立阅读;重视写作教学,加强表达训练;重视汉字教育,加强书写练习。
In 2013, there were 328,193 candidates in Hunan Province, with a total average of 93.61 points in Chinese subjects, a score of 62.41% and a coefficient of variation of 0.13. Candidates’ overall scores are relatively close to each other. Candidates’ language proficiency is above average; kurtosis is 3.43, with more candidates located at 97.77. On the whole, in 2013, the Chinese score of the college entrance examination shows more comprehensively the language proficiency of the candidates in the province as well as some problems in the Chinese teaching of middle school in Hunan Province. For example, compared with 2012, The gap between the non-model high schools and the college entrance examination results is widening. Some of the undergraduates have less contribution to the college entrance examination score than other subjects, especially the three Chinese The score is only 0.08 with the college entrance examination score. Judging from the structure of the exam papers, the candidates score relatively well in writing and translation of classical Chinese, and they are poor at filling the blank and multiple choice questions. Judging from the knowledge structure of the test papers, the candidates are good at writing and using the written language Scores relatively high, in classical Chinese reading, ancient poetry appreciation and ancient poetry and writing, modern literature and art reading performance less than ideal; from the ability structure of papers, the candidates in the writing, exploration, evaluation and evaluation aspects of the score is relatively Good, poor performance in terms of memorization, comprehension, analysis and synthesis. From the analysis of typical test questions, this report selects the typical test questions (6th, 11th, 15th, 19th, 20th and 21st questions) from the perspectives of ability level and choice of reading, comprehension, appreciation and writing, Analyzed the merits and shortcomings of the candidates’ answers and found some problems existing in Chinese teaching in senior high schools. Based on the above analysis, this report makes four suggestions for Chinese teaching in senior high schools: emphasizing knowledge reserve and strengthening Chinese accumulation; emphasizing text understanding and strengthening independent reading; attaching importance to writing teaching and enhancing expression training; emphasizing Chinese character education and strengthening writing practice.