季学期九年级语文期中测试质量及试卷分析

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1、2011年秋季学期九年级语文期中测试质量及试卷分析九年级语文期中测试质量分析11月2、3、4日进行了全县统一的期中考试，从本次考试成绩及试卷情况分析有以下几种情况要注意：（一）书写（共4分）多数学生书写规范，卷面整洁，基本功较好，但仍存在以下一些问题：1一些学生的书写缺乏应有的基本功。有的态度不够端正，书写潦草，甚至乱涂乱改。2错别字现象严重。一是学生长期误写而造成的习惯性错误。例“矛盾”的“矛”字，总是少写一撇。造成这些现象的原因，一方面是由于部分学生的书写基本功差，另一方面是由于考生缺乏严谨的思维品质，心气浮躁。根据课程标准的要求，语文教师要让学生“能正确地书写汉字”，养成良好的学习习惯。

2、（二）选择题（共12分）本题共6个小题，从内容上看主要考查了字音、标点、成语、病句修改，语序排列，文言实词虚词的运用。由于注音、文言实词虚词、成语错误较明显，因而得分率较高，标点部分C项中的“活的仪器”应加引号，表示特殊含义，学生普遍不能发现。病句选择中的D项较特殊，“态度”已隐含了正反两面，前后表达一致，因而是正确的。语序部分考查的逻辑事理关系，既要考虑总分关系，分说部分还应考虑与总说中的“头脑”、“眼光”表达顺序一致。（三）非选择题（共138分）第7题订正错别字中“寒暄”的暄常用但不常写，许多同学不易发觉。第8题默写都是名句，平时练习过多次，正确率很高。只有极少数同学将“伊人”的“伊”写成

3、“依”，“燕归来”中的“燕”误写为“雁”，“挠曲”的“曲”写成“屈”，“万户侯”的“侯”写成“候”，究其原因有二：不能理解意思及粗心。第9题诗歌鉴赏题。本题第一小题具体说明“微风”如何贯穿全诗，失分最高。多数同学不能领会题干的要求，答非所问，有的答成对“微风”的赏析；部分同学虽能领会，但分析不全面。第10题名着阅读，内容紧扣课文中的名着节选，正确率很高。第11题专题与综合实践活动。第2小题不少学生不能领会题干要求，只描述物候现象而不揭示规律；第3小题审题不清，没有围绕“高下”两字举例。也有少数同学积累不够，自己胡编乱造诗句。阅读理解共43分，考查了三篇文章。第一篇文言文入木三分，难度中等，主要

4、错误是第13题和第15题，对13题中的“秘”、“盈”两字解释不准确、不到位；15题中第一小题有4个词语“使”、“恐”、“蔽”、“幼令”是主要采分点，多数学生对“使”的理解错误，普遍译成“让”，实际上应是表假设的连词假使、倘使等。第二篇考查的是小说阅读。第17小题审题不清，概括安娜的形象特征，很多学生未答；对作用的表述也不全面。第18题没有联系原文作分析。第19题对于五个“一会儿”的作用，部分同学没有回答修辞手法，部分同学只停留在本意上，误解为安娜一天的活动频繁，没有结合语境分析出人物的复杂情感。令人高兴的是第20题，本题正确率较高，学生基本能理解“暖意”和“极至”的含义。第三篇考查的是课外散文

5、阅读。难度超过前一篇，失分率较高。试题的设置不但注重对文章内容的整体把握，更有对文中细节性语句的理解，又考查了学生对文本信息的提取、对重点词语的理解，以及学生联系现实、知识迁移的能力。第22题对“幽灵”的理解以及对第23题句子含义的理解，学生均没能抓住文中“那是一种心灵的真实”，“正是这种对自然的神圣感和敬畏，约束着我们的行为”等句子来理解。第24题实际上是考查学生对主题思想的把握，体会作者的情感和态度，必须结合课文第2段、第9至11段才能分析全面，不少学生离开原作，“自我发挥”；第25题部分学生所举事例与原作缺乏联系，因而对“如何评价”的回答显得较偏激。（四）作文（共60分）文题“永驻心间的

6、那缕阳光”，立足于引导学生从日常生活中寻找素材，选材范围广。题干中“阳光”是个比喻义，首先要还原出本义。然而结合自己的生活经历选材构思，“永驻”要能在感悟中体现出来。不少同学立意明确集中，叙事条理清楚，行文自然流畅，且有很强的描写意识，写出了文质兼美的文章。但存在的问题也很多，主要表现在：1对主题的把握偏差。不少学生将“阳光”理解为自然界的阳光；对文题中的“永驻”没有体现出来。2选材不精，不够典型，有雷同现象。不少学生选材低幼化，还有不少学生选取李白、司马迁、王昭君、汶川大地震等，文章缺少精彩的描写和深刻的挖掘，空喊口号。3新八股和套题作文的出现。不少考生滥用题记，而且语言很罗嗦。有的同学不从

7、自己的生活中选材，背几段关于乡村生活的片断（如江南、周庄、同里），堆砌几段关于李清照、项羽、屈原等历史人物的优美文字，贴上一段开头，再附上一段结尾，凑成一篇矫情的文章，读来味同嚼蜡，令人生厌。教学建议：（一）注重“双基”，加强学习习惯的培养1作为语文教师，一定要重视课本的“例子”作用，依托课本，做好阅读写作训练、口语交际训练，规划好学生的综合性学习，力求举一反三、触类旁通。2课堂教学要回归本色，做到“和谐高效”，注重“思维对话”，发展并优化学生的思维品质。3字要规规矩矩地写，话要清清楚地说，课文要仔仔细细地读，练习要踏踏实实地做，作文要认认真真地完成，养成良好的学习习惯，还要教导学生掌握最基本

8、的语法知识，做到不写病句，不说错话。（二）多读巧写善积累，训练要有针对性。“多读”首先要读课程标准推荐的名着，其次要用好同步阅读、早读课本等，充分发挥优质语文学习资源的作用；再次，要读报刊杂志和经典时文，扩大视野。“巧写”就是要结合阅读教学提高学生写作技巧，可写片断，写开头和结尾，可仿写，可创写。“善积累”，宋代大学问家朱熹云：“问渠哪得清如许，为有源头活水来”，可见，积累就是写作的源头。积累要有持久性，要有精品意识，要养成习惯；可摘抄，可批注，可写感想。另外，训练要精，要结合学生实际，要有针对性。（三）课内、课外结合，树立“大语文”观。语文教师要努力提高学生综合语文能力和语文素养，杜绝“为考

9、而教”的功利思想和做法，要站在课程标准的高度用好教材，开展好综合性学习活动，让学生在生活中学语文、用语文。（四）加强作文教学，提高学生的语言感受能力和语言表达能力。2要讲究科学的方法，提高效率，“读写结合，以读促写”是提高学生写作能力的必由之路。教者可发挥“名家名篇”的示范、引路作用，让学生“先学后创”；教者可进行基本功训练，如审题选材立意的训练、写作技法的训练、书写规范训练等；教者要引导学生学会观察、感受生活，从而抒发自己独特的感悟。QcWA3PtGZ7R4I30kA1DkaGhn3XtKknBYCUDxqA7FHYi2CHhI92tgKQcWA3PtGshLs50cLmTWN60eo8Wg

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28、3PtGshLs50cLmTWN60eo8Wgqv7XAv2OHUm32WGeaUwYDIAWGeR4I30kA1DkaGhn3XtKknBYCUDxqA7FHYi2CHhI92tgKQcWA3PtGZ7R4I30kA1DkaGtgKQcWA3PtGZ7R4I30kA1DkaGhn3XtKknBYCUDxqA7FHYi2CHhI92tgKQcWA3PtGshLs50cLmTWN60eo8Wgqv7XAv2OHUm32WGeaUwYDIAWGMeR4I30kA1DkaGhn3XtKknBYCUDxqA7FHYi2CHhI92tgKQcWA3PtGZ7R4I30kA1DkaGtgKQcWA3PtGZ7R4I30