北京大学试卷

北京大学试卷（精选8篇）

北京大学试卷篇1

北京外国语1998 年基础英语试卷

Read the following passage: 1

ARCHIBALD MACLEISH: Bicentennial of What?

An address at the Bicentennial commemoration of the American Philosophical Society in Philadelphia

It is a common human practice to answer questions without truly asking them and the American bicentennial is merely the latest instance.Everyone knows what the Bicentennial celebrates: the 200th anniversary of the adoption, by the Continental Congress, of the Declaration of

Independence.But no one asks what the Bicentennial is because no one asks what the Declaration was.The instrument of announcing American independence from Great Britain? Clearly that: but is that all it was? Is it only American independence from Great Britain we are celebrating on July 4,1976——only the instrument which declared our independence? There have been otherdeclarations of unilateral independence from Great Britain which no one is likely to remember for 200 years, much less to celebrate.“All men” are said in that document to be created equal and to have been endowed with certain unalienable rights.All governments are alleged to have been instituted among men to secure those rights —— to protect them.Are these, then, American rights? Doubtless——but only American? Is it the British Government which is declared to have violated them? Unquestionably——but the British Government alone? And the revolution against tyranny and arrogance which is here implied ——is it a revolution which American independence from the mediocre majesty of George III will win or is there something more intended? —— something for all mankind? ——for all the world? In the old days when college undergraduates still read history, any undergraduate could have told you that these are not rhetorical questions: that they were, from the beginning, two opinions about the Declaration and that they were held by(among others)the two great men who had most to do with its composition and its adoption by the Congress.John Adams, who supported the Declaration with all his formidable powers, inclined to the view that it was just what is called itself: a declaration of American independence.Thomas Jefferson, who wrote it, held the opposite opinion: it was a revolutionary proclamation applicable to all mankind.“May it be the world”, he wrote to the citizens of Washington a few days before he died, “what I believe it will be: to some parts sooner, to others later, but finally to all, the signal of arousing men to burst the chains…” And he went on in reverberating words: “The mass of mankind has not been born with saddles on their backs for a favored few, booted and spurred, ready to ride them by the grace of God.”

Moreover, these two great and famous men were not the only Presidents of the Republic to choose between the alternatives: A third, as great as either, speaking in Philadelphia at the darkest moment in our history —— bearing indeed the whole weight of that history on his shoulders as he spoke —— turned to the Declaration for guidance for himself and for his country and made his choice between the meanings.Mr.Lincoln had been making his way slowly eastward in February 1861 from Springfield to

Washington to take the oath of office as President of a divided people on the verge of Civil War.He had reached Philadelphia on the 21st of February where he had been told of the conspiracy to murder him in Baltimore as he passed through that city.He had gone to Independence Hall

before daylight on the 22nd.He had found a crowd waiting.He had spoken to them.He had often asked himself.Mr.Lincoln said, what great principle or idea it was which had held the 2 Union so long together.“It was not,” he said, as though replying directly to John Adams, “the mere matter of the separation from the mother country.”

It was something more.“Something in the Declaration,” they heard him say.“Something giving liberty not alone to the people of this country but hope to the world.” “It was that which gave promise that in due time the weights should be lifted from the shoulders of all men.”

Anyone else, any modern President certainly, would have said, as most of them regularly do, that his hope for the country was fixed in huge expenditures for arms, in the possession of

overwhelming power.Not Mr.Lincoln.Not Mr.Lincoln even at that desperate moment.His hope was fixed in a great affirmation of belief made almost a century before.It was fixed in the commitment of the American people, at the beginning of their history as a people, to “ a great principle or idea”: the principle or idea of human liberty —— of human liberty not for themselves alone but for mankind.It was a daring gamble of Mr.Lincoln’s —— but so too was Mr.Jefferson’s Declaration —— so was the cause which Mr.Jefferson’s Declaration had defined.Could a nation be founded on the belief in liberty? Could belief in liberty preserve it? Two American generations argued that issue but not ours —— not the generation of the celebrants of the 200th anniversary of that great event.We assume, I suppose, that Mr.Jefferson’s policy was right for him and right for Mr.Lincoln, because it was successful.But whatever we think about Mr.Lincoln’ view of the Declaration, whatever we believe about the Declaration in the past, in other men’s lives, in other men’s wars, we do not ask ourselves, as we celebrate its Bicentennial, what it is today, what it is to us.Our present President has never intimated by so much as a word that such a question might be relevant —— that it even exists.The Congress has not debated it.The state and Federal commissions charged with Bicentennial responsibility express no opinions.Only the generation of the young, so far as I am informed, has even mentioned it, and the present generation of the young has certain understanble prejudices, inherited from the disillusionments of recent years, which

color their comments…

Express your view that the nation brought into being by hat great document was, and had no choice but be, a revolutionary nation, and you will be reminded that, but for the accidental discovery of a piece of tape on a door latch, the President of the United States in the Bicentennial year would have been Richard Nixon.And so it will go until you are told at last that the American Revolution is a figure of obsolescent speech;that the Declaration has become a museum exhibit in the National

Archives;and that, as for the Bicentennial, it is a year-long commercial which ought to be turned off.Well, the indignation of the young is always admirable regardless of its verbal excesses —— far more admirable, certainly, than the indifference of the elders.But, unfortunately, it is the

indifference of the elders we have to consider.And not only because it is a puzzling, a paradoxical,indifference but because it is as disturbing as it is paradoxical.Does our indifference to the explicitly revolutionary purpose of the Declaration － our silence about Mr.Jefferson’s interpretation of that purpose —— mean that we no longer believe in that

2purpose —— no longer believe in human liberty? Hardly?...But if this is so, if we still believe in the cause of human liberty, why do we celebrate the anniversary of the document which defined it for us without a thought for the meaning of the definition, then or now? Why have we not heard from our representatives and our officials on his great theme?

Is it because, although the Republic continues to believe in human liberty for itself, it no longer hopes for it in the world? Because it no longer thinks such a hope “realistic”?...So far, indeed, is Mr.Jefferson’s revolution from being obsolete that it is now the only truly revolutionary force in the age we live in.And not despite the police states but because of them.In 1945, when e had driven the Nazis out of Europe and the Japanese out of the Pacific in the name of human freedom and human decency, we stood at the peak, not only of our power as a nation but of our greatness as a people.We were more nearly ourselves, our true selves as the inheritors of Thomas Jefferson and Abraham Lincoln, than we had ever been before.And yet within a few years of that tremendous triumph, of the unexampled generosity of our nuclear offer to the world, of the magnificence of the marshall Plan, we were lost in the hysterical fears and ignoble deceits of Joe McCarthy and his followers and had adopted, as our foreign policy, the notion that if we“contained” the Russian initiative, we would some how or other be better off ourselves than if we pursued our historic purpose as Jefferson conceived it.The result, as we now know, was disaster.And not only in Southeast Asia and Portugal and Africa but throughout the world, Containment put us in bed with every anti-Communist we could find including some of the most offensive despots then in business.It produced flagrantly subversive and shameful plots by American agencies against the duly elected governments of other countries.And it ended by persuading the new countries of the postwar world, the emerging nations, that he United States was to them and to their hopes what the Holy Alliance had been to us and ours 200

years before.I.Explain the following in your own words:

1.All governments are alleged to have been instituted among men to secure those rights － to protect them.2.In the old days when college undergraduates still read history…

(1)What isthe implication of this statement?

(2)How do you know?

3.… who had most to do with its composition and its adoption by the Congress.4.May it be to the world, what I believe it will be: to some parts sooner, to others later, but finally to all, the signal of arousing men to burst the chains…

5.The mass of mankind has not been born with saddles… by the grace of God.6.It was that which gave promise… from the shoulders of all men.37.It was a daring gamble… which Mr.Jefferson’s Declarationhad defined.(1)What does “daring gamble” refer to?

(2)What was the cause the Declarationhad defined?

8.Our present president … that it even exists.9.…you will be reminded… would have been Richard Nixon.10.… regardless of itsverbal excesses

11.So far is Mr.Jefferson’s revolution from being obsolete…but because of them.12.And it ended by persuading… to us and ours 200 years before.II.What is the message the speaker wants to put across?

III.Translate the following passage into English:

北京大学试卷篇2

一、数据来源与基本统计分析

为保证数据的可比性与分析结果的客观性, 本文选取某大学一年级学生的语文期末考试成绩, 随机抽取20位学生的成绩, 并在SPSS (13.0汉化版) 中创建数据文件。对基本数据进行分析得出表1:

输出结果显示样本数为20, 样本最高分为96分, 最低分为60分, 抽样对象的平均分为77.95分, 试卷的整体难度值约为0.78 (卷面满分为100分) , 标准差为11.40, 结合平均分综合分析, 表明受试学生个体之间存在一定差异。

二、样本K-S检验

考虑到学生成绩的分布状态是否合理, 即是否呈正态分布, 本文对数据进行了K—S检验, 得表2:

由表2可知, 样本总体成绩的显著性概率P=0.984, 0.984>0.05, 表明该样本服从正态分布。

三、样本T检验

本文拟对样本中男女生的语文成绩进行T检验, 以期对该班中的男女生的语文成绩进行均值比较, 以检验性别因素是否对学生成绩有显著影响。

首先对该样本进行分组, 女生组代号为1, 男生组代号为2, 表3是分组后对男女生两组成绩的基本分析:

接着对男女两组成绩进行样本T检验, 得表4如下:

由表4可知, 显著性 (双尾) 概率P=0.000<0.05, 即男女生的英语成绩存在显著性差异。

四、试卷效度分析

效度是指测试的有效程度。效标效度是指测验结果与效标之间的一致性程度。本文以学生的平时成绩作为效度分析的效标, 利用积差相关法求效标效度得到表5:

由表5可知, 效标效度结果为0.863, 说明这次期末考试的语文成绩与平时成绩相关性较高, 平时成绩好的学生考试成绩也较好, 平时成绩差的学生考试成绩也较差, 可知此次测试反映了学生真实的知识水平, 客观可信。

综上所述, 本文对此次学生的考试成绩进行了基本分析、正态性检验等分析, 对学生的学习效果进行了检验, 对试卷质量做出了评估, 希望通过这一研究为教学提供参考, 为试卷质量的提高提供借鉴。

参考文献

[1]覃承仁.SPSS软件的一些应用技巧[J].广西师范学院学报, 2008, (7) :228-231.

[2]竺丽英.SPSS软件在教学统计分析中的应用[J].化学教学, 2006, (3) :46-48.

[3]苏金明, 傅荣华, 周建斌等.统计软件SPSS for Windows实用指南[M].北京:电子工业出版, 2001.

北京大学试卷篇3

【关键词】马来西亚；成绩测试；试卷分析

成绩测试是教学中最常用的一种测试，是根据课程的教学大纲、所用的教材和教学方法考查学生在经过一定时间和阶段的学习之后，所掌握的汉语知识程度，看其是否达到教学大纲和使用教材所要求的范围内，外语水平达到的程度。成绩测试包括了期末测试和阶段性测试（Hughes， 2000），研究表明：“成绩测试不仅可促进学生对课本知识的掌握，而且有利于提高他们的整体语言水平”2（原萍，2002）。成绩测试不仅能检测学生对所学知识的掌握程度，也能作为教师检测教学成果的有效工具，对下一学期的教学有所改进。

一、测试对象

本套试卷的被试是理科大学初级汉语课的330 名学生，其中总院的考生有215人，7名学生缺考。在所有被试中，及格率为95.76%，获83分以上的人数在各分数段中，占百分比最多，为24.24%。根据国际汉语教学通用课程大纲标准，学生完成课程后将达到介于一至二级目标，语言知识方面初步掌握汉语拼音的正确读音与四声、书写和掌握170个左右常用汉字和与日常生活、学校生活相关的最基本词汇、语法方面了解和掌握基本语序。语言综合技能方面，学生在学习该课程后能够理解最基本的，与个人和日常生活密切相关的简单而又十分有限的语言材料，并熟悉日常生活中的一些问候语，用简单的词语自我介绍或与他人沟通。初步了解生活中表达情感（感谢、道歉、告别语）的词语。

二、试卷构成及评分

该大学将成绩测试分为课程作业、期中考试和期末考试。期末考试占了总成绩的60%，一共是100%。由此可见，期末考试在该成绩测试是极具分量的。期中考试的试题设计与期末试卷大致一样，都有选词填空、词语翻译、以汉语拼音回答问题、阅读理解、句子翻译等等，期末考试则增加了造句部分，笔试时间一般是两小时。本套期末试卷分为三部分，第一部分由改正错字和词语翻译组成，占试卷的30%；第二部分由以汉语拼音回答问题和阅读理解组成，占试卷的30%；第三部分则由词语填充、造句和句子翻译组成，占试卷的40%。期末测试主要以测试读、写两项技能为主，听、说技能以分离式测试体现，本文不做赘述。

三、試题分析

试卷第一部分是考察学生对词汇的掌握，共有三大题。第一题为汉字改正，第二和第三题均为词语翻译。汉字改正这部分是由出题教师使用电脑软件将汉字部分删除并配上汉语拼音让学生写出对的汉字；在第二题的词语翻译部分是将汉语词汇翻译成英语或马来语；而第三题则是将英语或马来语的词汇翻译成汉语。词汇翻译这一部分，出题教师除了选出课文中学过的生词，也将一些生词搭配出题，考查学生是否能灵活运用这些词汇，例如：“老朋友”即old friend。然而，批卷过程教师们发现部分学生将“老医生”的答案写成“Doctor Lao”，乍然一见，是错的答案，正确答案是old doctor。虽说“老”是华人姓氏，而这一答案严格上并没有错。然而教师们都清楚这只是学生有错着的情况，经教师们商讨后决定不与满分，只给半分。

试卷的第二部分分两大题，考察的是学生对汉语的理解与应用。第一题以汉语拼音回答问题，共五小题。此部分原是根据图片提示回答相关问题，然而因为考试指示中并未说明答案应根据图片，加上有些图片未能准确显示相关答案，因此部分题目出现多种答案。试卷第二部分的第二题是阅读理解，题型是多项选择题，目的是考察学生对文章的理解。这部分是以英语出题，这使学生更能明白问题，加上文章有汉语拼音，便于学生阅读理解，因此大部分学生在此部分获得满分。

试卷第三部分考察的是学生如何掌握书写方面的技能和知识，分三大题：选词填充、造句和句子翻译。即是考察书写技能，那选词填充部分理应归纳在试卷的第二部分。教师今后在出题之际应尽量避免使用阅读文章中的词语，这样将有效地测出学生的造句水平。句子翻译要求学生将英语或马来语句子翻译成汉语句子，采用双语出题是考虑到部分马来学生英语程度不高。然而部分题目却出现英语原句和马来语原句有些差异，导致有些学生在翻译此句时出现两种标准答案。出题教师以后应尽量避免出现此类错误，以免对通晓双语的学生产生混淆。

四、结语

纵上所述，马来西亚理大汉语教师应加强本身的汉语测试理论知识，将来出题时则能更有效地设计出好的试卷。马来西亚的汉语作为二语教学已有一段时间，语言测试方面的研究，仍留有大片空白，希望通过此次分析能为这方面的研究做出贡献。

参考文献：

[1]Arthur Hughes，Testing for Language Teachers.北京：外语教学与研究出版社，2000.6

[2]原萍.成就测试对外语教学的正面反拨效应.外语教学，2002.04

[3]国际汉语教学通用课程大纲.外语教学与研究出版社，2008

[4]杨翼.对外汉语教学的成绩测试.北京大学出版社，2010

[5]刘润清.语言测试和他的方法.外语教学与研究出版社，1999

作者简介：

大学试卷检查情况总结篇4

试卷专项检查是学校巩固本科教学审核评估成果，促进考试质量提高，推动教师进行教学反思和持续改进的重要措施，是本科教学环节质量保障的重要机制之一。在学院自查的基础上，学校试卷检查组本着公平、公正、重激励、重引导的原则，采取集中检查的方式，对三个校区抽调的569卷本专科试卷进行了认真检查，现将本次专项检查情况总结如下：

一、总体情况及检查结果

依据教育部本科教学审核评估对于试卷考察的要求，本次专项检查重点包括学院自查情况、试题命题质量、成绩评定的科学性和试卷分析是否到位。在学院自查的基础上，为保障检查的全面性、客观性和深入性，一是按照理论课任课教师50%的比例进行抽调，保证了抽查样本的覆盖面和代表性，并重点抽查了教学督导员的试卷;二是查看了所有抽调试卷的教学大纲，关注试卷命题质量检查的针对性和科学性;三是扩大了专家范围，由26名校级和学科组教学督导员共同组成专家组，尽可能保证了检查结果的公正性;四是检查前组织专家组学习了审核评估和专业认证对试卷工作的要求，以OBE理念引导考试环节工作，研讨试卷检查要点，明确检查标准和工作要求。检查结果显示，经过本科教学审核评估的全面自查和整改，试卷规范性和质量整体良好。

1。试卷管理和自查：各学院更加重视试卷工作，均提交了20xx—20xx学年两个学期的试题盒，环境学院、外国语学院、法学院、艺术学院、传播学院和中德学院提交了—20xx学年的试题盒。绝大多数学院自查认真、细致，自查报告完整，自查方案科学合理，原始记录翔实。专家组提出表扬环境学院、机电学院和化工学院，考试环节工作体现OBE理念，在自查方案、自查报告、自查执行和自查效果等方面综合表现最为突出。

2。材料归档：试卷归档材料完整、规范，可随时抽调，没发现试卷缺失。其中，化工学院和法学院所抽调试卷归档材料均齐备完整。材料规范性整体较上学期有显著改善，归档规范性较好的学院有材料学院、机电学院、经管学院、法学院、马克思主义学院、中德学院和体育学院。实验课试卷归档整改有明显效果，部分学院实验课归档材料规范，化学院、环境学院、机电学院均提供了学生的实验得分表和代表性的学生实验报告，自动化学院独立设置的实验课增加了考试环节，并细化了归档材料目录。化学院教师丁彩凤的《应用化学综合实验》试卷各项材料整体规范，专家组特提出表扬。

3。试卷命题：绝大多数试卷命题符合教学大纲要求，命题规范、合理，大部分试卷题型较丰富，主客观题比例和难易度合理，能够考察学生知识掌握情况和解决问题能力，命题的科学性和合理性有所提高。特别是题型单一、过难过易、客观题比例和AB卷重题率过高情况明显减少，全校检出客观题比例超过40%的试题占比为2。61%，AB卷重题率超过10%的.试题占比为2。80%，较上学期有显著下降。化学院、环境学院、经管学院、机电学院、外国语学院和法学院的试卷未检出AB卷重题率高的问题。环境学院试卷命题增加了审核人环节，强化了命题质量监控。试卷命题质量整体较好的学院为环境学院、机电学院和外国语学院。

4。在试卷批阅方面，绝大多数教师阅卷认真、批改规范，加减分标示清楚，有批改痕迹，上学期检出的统分错误严重的问题得到了有效遏制。批阅整体规范的学院有环境学院、机电学院、外国语学院、信息学院、马克思主义学院和法学院。批改尤为认真，专家组建议表扬的有：化工学院吴汝林、杨晓玲和信息学院冯云霞老师批阅和评分依据充分，每一错误之处都有明确标示;机电学院张晓光老师在大题错误处还标注了更正评语;材料学院隋静老师批阅的论述题和艺术学院勾锐老师批阅的作品类试卷评语撰写认真，恰切，紧扣评分要点。

5。在成绩评定方面，多数试卷成绩评定更为合理，特别是平时成绩随意评定或通过提高平时成绩而提高学生总评成绩的现象得到了有效遏制。评分公正、依据充分方面整体良好的学院有自动化学院、数理学院、外国语学院和法学院。化学院多数试卷平时成绩评定依据充分。精心设计过程考核、规范认真的教师越来越多，部分教师积极尝试考试改革。专家组提出表扬的教师有化工学院教师王伟文、材料学院教师隋静积极贯彻OBE理念，考试形式新颖，组织科学合理;化工学院教师杨晓玲，依据OBE理念设计了平时成绩考核表格，有全程学习效果跟踪记录，评定依据详实充分。

6。试卷分析方面，多数学院的试卷分析较上学期有明显进步，其中结合专业认证要求，组织教师进行了更为细致的试题分析的学院有化工学院、化学院、高分子学院、材料学院、环境学院和机电学院，在试卷分析深入性和报告完成质量上最为突出的是环境学院和机电学院，进步最为明显的是信息学院和体育学院。试卷分析恰切、教学反思深入，专家组建议表扬的教师：化学院何鹏、材料学院王兆波、张灿英、环境学院李少香、刘莉、王勇、李晶莹、机电学院张晓光。尤为表扬高分子学院王小新老师，命题分析结合教学大纲，详细分析了试题的教学内容覆盖率。

7。检查结果。本次专项检查成绩前五名的学院：环境学院、机电学院、法学院、外国语学院、化工学院。

二、主要问题

1。在学院自查和试卷管理方面，对试卷命题质量和教学改进关注不够的问题较突出。体育学院、经管学院、传播学院和数理学院自查报告过简。体育学院的自查原始记录不严肃，自查率未达到100%，个别课程在自查时甚至未提交试卷档案，艺术学院试卷管理规定细致但执行力度不足，传播学院自查深入性和整改执行性较差，上述学院需高度重视，加强整改。

2。在材料归档和规范性方面，仍有试卷材料不够完整、规范。在归档完整性方面，艺术学院、传播学院课程缺B卷或详细的评分标准问题较严重;经管学院、马克思主义学院、外国语学院、数理学院、中德学院部分课程未提交教学大纲;相当一部分课程考核方式与教学大纲不一致;机电学院《韩国语会话B4》(机械成型141班等)和信息学院《软件开发与项目实践》(计算131—3班)归档材料多项不完整、不规范。在材料规范性方面，有试卷封面填写不完整现象，对于试题、批阅、考试过程中存在的问题没有说明;自动化学院《过程控制技术》(化工141—4班)试题总分为110分;艺术学院《透视与设计制图B》(环艺151—2班)无试卷分析报告，多项材料不规范且课程名称不一致。

3。在试卷命题方面，命题科学性仍有待进一步加强。个别教师缺乏按照课程教学目标和大纲要求命题的意识，整体看，对学生分析和解决问题、实际设计和应用等能力的考核还有待加强。从检查看，公共课程及格率偏低，人文社科类专业课程及格率较高。题型单一甚至只有一种题型的问题仍有检出，如自动化学院《现代控制理论》(自化134—6班)和《单片机原理及应用实验》(自化131—2班)。客观题比例高的问题大幅减少但仍有检出，材料学院《计算机在材料中的应用》(能材实验131班)客观题达60%，数理学院《热学》(应物151—2班)试卷客观题达到58%，且客观题每小题分值过高。艺术学院《外国音乐风格分析》(音乐141班)及格率只有8。4%。共检出15门AB卷重题率超过10%的课程，其中艺术学院《插图C》(绘画132班)AB卷完全相同，数理学院《高等数学B2》AB卷相似度较高，很多题目只是改变了数字或参数，《数学软件》(信计151—2班)AB卷试题完全相同率达66%，其余部分仅改动了试题中的数字。公共课和学科基础课也出现了重题率超过10%的现象，需要学院高度重视，切实整改。

4。在试卷评阅方面，仍有试卷批改、评阅不认真。统分、登分错误虽较上学期明显改善，但仍检出11份试卷存在问题，其中机电学院《特种加工》(机械中韩133班)1份试卷核错8分。仍有教师阅卷不认真、不严谨，如化学院《应用化学综合实验》(应化中德131班)、机电学院《韩国语会话B6》(机械中韩131—2班)、中德学院《德语强化》(机械中德154班)和《德语2》(机械中德151班)、艺术学院《歌剧鉴赏》(公选课)和《书法篆刻》(绘画151班)。仍有个别试卷存在分数涂改多或改分未签字的情况，高分子学院和中德学院此类问题突出，中德学院《德语4》(机械中德141班)几乎每份试卷都有分数涂改。

5。在成绩评定方面，主要问题是成绩评定依据不足。艺术学院、传播学院、信息学院平时成绩依据不足检出率较高。部分课程成绩评定方式与教学大纲不符，部分课程未考核平时成绩，有的作品、论文、报告类试卷评分依据不够详细或给分依据不足，有的实验课程考核方式不合理。评定标准不合理或依据不足突出的有：材料学院《金属材料专业实验2》(金属131—2班)、数理学院《数据库原理实验》(信计131—2班等)和艺术学院《设计学概论》(公艺151—2班)的期末考试，自动化学院《自动化原理C》(自化131—3班)、马克思主义学院《大学生心理素质训练》(公选课)的平时成绩。仍有依靠过高的平时成绩提高及格率的个例，体育学院《体育营销》(工程141班)的平时成绩全部为100分，机电学院《游艇专业导论》(船舶151班等)平时成绩大部分都在90分以上且用铅笔填写，有60%期末考试不及格的学生通过平时成绩取得总评合格成绩。

6。试卷分析方面，部分试卷分析缺乏恰切性和深入性，对于及格率低或成绩过高的问题缺乏深入分析和具体的改进措施。仍有分析对象错误的个例，分析总评成绩而非考试成绩。材料学院的试卷分析中缺少平均分项，体育学院试卷分析对象错误问题较为突出，数理学院部分试卷对于及格率低的问题缺乏深入分析和改进建议，问题整改不明显，艺术学院试卷分析报告版本不统一，部分课程分析笼统。个别试卷分析不符合学生成绩或课程性质，如外国语学院《大学英语A2》(产品151—2班)和化学院《生物化学》(化学141—3班)。个别教师填写不认真，如艺术学院《广告设计A》(视传134班)和《影视文化欣赏》(公选课)。

三、建议

1。各学院需提高自查工作深度，重点关注命题质量、成绩评定的科学性和试卷分析是是否到位;进一步提高学院相关规定执行力及自查发现问题的反馈整改能力;完善工作体制，加强对新进教师和外聘教师试卷工作各环节的培训和指导。

2。教学大纲是教师教学和开展教学评价的基本依据，试卷命题和考试方式需与之契合，各学院需结合新版教学大纲修订工作，指导任课教师结合专业培养目标和课程教学目标，以OBE理念为指导科学研究、制定教学大纲中的教学内容和考核要求，学院需有专人负责教学大纲的审核和把关。学校将在今后的试卷检查中重点关注命题与教学大纲重点章节和内容的符合度，以及课程考核方式与教学大纲的一致性。

大学英语四级试卷分值篇5

大学英语考试根据理工科本科和文理科本科用的两个《大学英语教学大纲》，由教育部(原国家教育委员会)高等教育司组织的全国统一的单科性标准化教学考试，分大学英语四级考试(CET-4)和大学英语六级考试(CET-6)两种。每年考试过后8月份或9月份公布成绩并颁发成绩单。根据教育部规定四六级考试不设置及格线，四级425分以上可以报考六级，所以大家普遍认为四六级的合格线为425分。英语四六级的总分为710分。报名时间CET全国英语四六级考试的考试时间为：每年6月份、12月份(每年时间略有不同)。

【2017年6月英语四级总分：710分】

一、英语四级作文

说明：写作部分占整套试卷的15% =106.5分

在这部分你要达到63.9分为及格。

时间：30分钟

二、英语四级听力部分 =248.5分

听力部分占整套试题的35%，除听力篇章外每个题都是7.1分。

1、短篇新闻 7% 共7小题，每小题7.1分。

2 、长对话 8% 8个题目每小题7.1分。

3、听力篇章 20% 共10个小题，每小题14.2分。

时间：25分钟。在这部分你要达到149分为及格，做对14个左右即可。

三、英语四级阅读理解35% =248.5分

阅读部分占整套试题的35%，选词填空每题3.55分，其余每题都是7.1分。

1、选词填空 5% 10个题，每小题3.55分

2、长篇阅读 10% 10个题，每小题7.1分。

3、仔细阅读 20% 10个题共2篇。一篇5个题，每小题14.2分。

时间：40分钟在这部分你要达到149分为及格，做对18个左右即可。

四、英语四级翻译部分汉译英 15% 30分钟 =106.5分

试卷结构测试内容测试题型分值比例对应分值考试时长作文作文短文写作15%106.530分钟听力短篇新闻3段选择题单选7%49.730分钟长对话2篇选择题单选8%56.8听力篇章3篇选择题单选20%142阅读理解词汇理解选词填空5%35.540分钟长篇阅读匹配题10%71仔细阅读选择题单选20%142翻译汉译英段落翻译15%106.530分钟总计

100%710分130分钟

新编大学英语期末考试试卷篇6

Part I Listening Comprehension(20%)Section A Directions: In this section, you will hear 10 short conversations.At the end of each conversation, a question will be asked about what was said.Both the conversation and the question will be spoken only once.After each question there will be a pause.During the pause, you must read the four choices marked A), B), C)and D), and decide which is the best answer.Then mark the corresponding letter on the Answer Sheet with a single line through the center.Section A.A.An advertisement B.A newspaper C.Their work D.A dream A.On foot B.By car C.By bus D.By bike A.Three B.Four C.Five D.Six A.The restaurant provides good food B.She enjoys her part-time job C.The restaurant offers cheap food D.There are several cooks in the restaurant.A.The movie was disappointing B.The movie was expensive to see.C.He wants to see the movie again.D.He should have seen the movie at home.A.$ 64 B.$ 86 C.$96 D.$140 A.To stay at home B.To go to bed immediately C.To see a movie D.To go to a party.A.Tom is unable to hear well.B.Tom didn’t say anything at the meeting.C.Tom doesn’t listen to him.D.Tom went out before the meeting was over.A.She bought something for her aunt.B.She was there only briefly.C.She missed it.D.She went to it on her way to the hospital.A.One hour and a half.B.Half an hour.C.45 minutes.D.40 minutes.Section B.Compound Dictation.Directions: In this section, you will hear a passage three times.During the first reading, you should listen carefully for a general idea of the whole passage.Then listen to the passage again.When the first part of the passage is being read, you should fill in the missing word during the pause at each blank.After listening to the second part of the passage you are required to write down the main points according to what you have just heard.Finally, when the passage is read the third time you can check what you have written.In many ___11___ of the world people clap hands to show that they like or __12___ of something.In the theater, at a concert, or at a football game, people ____13____ hands after they see something they like.In Russia the actors, ___14___, and athletes clap ____15_________ the audience.In most countries, however, the performers are happy to receive the applause.They don’t clap back to their fan.A very long time ago clapping meant the ___16____of what it means now.When people did not like an actor or a performer they clapped.They were trying to make as much noise as possible.They continued to clap until the actor left the ___17_____.At some time in history the ___18___of clapping changed.It became a compliment instead of an insult.Now when an audience wants to show great admiration for a performer, they not only clap but they ____19____.That is called a standing ovation.A standing ovation is the dream of every performer._________________20___________________________!Part Ⅱ Reading Comprehension(35 minutes)(40%)Directions: There are 4 passages in this part.Each passage is followed by some questions or unfinished statements.For each of them there are four choices marked A), B), C)and D).You should decide on the best choice and mark the corresponding letter on the Answer Sheet with a single line through the center.Passage One Questions 21 to 25 are based on the following passage.Joseph Weizenbaum，professor of computer science at MIT, thinks that the sense of power over the machine ultimately corrupts the computer hacker(黑客)and makes him into a not very desirable sort of programmer.The hackers are so involved with designing their programs, making it more and more complex and bending it to their hill, that they don’t bother trying to make it understandable to other users.They rarely keep recorders of their programs for the benefit of others, and they take rarely time to understand why a problem occurred.Computer science teachers say they can usually pick out the prospective hackers in their courses because these students make their homework assignments more complex than they need to be.Rather than using the simplest and most direct method, they take joy in adding extra steps just to prove their ingenuity.But perhaps those hackers know something that we don’t about the shape of things to come.“ That hacker who had to be literally dragged off his chair at MIT is now a multi-millionaire of the computer industry,” says MIT Professor Michael Dertouzos.“ And two former hackers became the founders of the highly successful Apple home computer company.”

When seen in this light, the hacker phenomenon may not be so strange after all.If, as many psychiatrists say, play is really the basis for all human activity, then the hacker games are really the preparation for future developments.Sherry Turkle, a professor of sociology at MIT, points out that the computer, because it seems to us to be so “ intelligent”, so “capable”, so “human”, affects the way we think about ourselves and our ideas about what we are.She says that computers and computer toys already play an important role in children’s efforts to develop an identity by allowing them to test ideas about what is alive and what is not.21.The Passage tells about_____.what has caused the emergence of computer hackers the strange behavior of the computer hackers the importance of bringing up computer hackers different opinions concerning the hacker phenomenon 22.Professor Weizenbaum believes the hackers’ strange behavior is caused by_____.their deliberate attempts to make their problems complex and impracticable their incompetence in making new computer programmes their ignorance of the responsibility they should assume their strong desire to control the computer 23.In Professor Bertouzos’ opinion, which of the following is true?___ The hackers are likely to be very successful business man.Only a few hackers will be successful in their later life.The hackers probably have better insight into the future than other people.The computer industry will certainly make the hackers millionaires.24.The phrase“to develop an identity”(Line7, Para.4)probably means_________.to cultivate creativity to seek an answer to become distinguished to form a habit 25.The passage tries to convey to its readers the idea that______.perhaps the hacker phenomenon is a welcome development the computer hackers are the hope of the computer industry.The computer hackers could be useful if under proper guidance The hackers may prove indispensable to the computer industry.Passage Two Questions 26 to 30 are based on the following passage.Within about 50 million years, one of the mammals that lives in a marine environment, the whale, has developed into the largest of all animals forms.However, at least for the last 150 years, trouble has closed in on whales from humans.Whales have been hunted since about the eleventh century.Certain types of whales have been hunted too much.Recently, their number has been reduced so greatly that they are in danger of becoming extinct.People are worried about the fact that the number of whales is getting smaller and smaller.They are working to save them.There are reasons why people want to protect the whales.One reason is that whales help to keep a balance between plants and animals.People have been throwing their wastes into the oceans and seas, and these wastes increase the amount of salt in ocean and seawater.The increased salt helps some plants and some very small creatures to grow but these plants and small creatures are harmful to fish.However, whales are eating large numbers of plants and animals that grow in very salty water.In this way, whales are doing a good job as they keep the ocean water clean enough for the fish.In addition, because fish supply necessary food for many people, whales become our good friends which we want to save.Some people are now working to save whales by using the law.They hold meeting to ask fishermen to reduce the number of whales which can be killed in a year.They also work within countries to persuade law makers to make whaling against the law and to make the use of whale products against the law too.Now this struggle to save whales is going on in many places in the world.Some governments will not let people sell whale products in their countries.Other governments have changed the law about whaling.Many people believe that since the number of whales is regarded as a serious world problem, the remaining whales will be saved.26.The passage mainly discussed ________.the protection of whales the strange behaviors of whales the mysterious life of whales the advantages of too many whales 27.From the passage we know that during the last 150 years humans have______.returned to nature learned how to swim threatened the existence of some marine mammals begun to harvest certain plants from the ocean as food 28.According to the passage, certain kinds of whales will soon _______.kill most of the plants and small creatures find some other places to live in die out die from pollution 29.Salt in the oceans usually ______.decreases the plants which are harmful to fish gets rid of harmful plants and creatures removes the wastes thrown into them increases the plants and small creatures that do harm to fish 30.Whales are helpful to humans because______.they eat a large quantity of plants and creatures harmful to fish they make the oceans more and more salty they often save sailors lost in a storm they can communicate with humans Passage Three Questions 31 to 35 are based on the following passage.What should you think about in trying to find your career? You are probably better at some school subjects than others.These may show strengths that you can use in your work.A boy who is good at mathematics can use that in an engineering career.A girl who spells well and likes English may be good at office work.So it is important to know the subjects you do well in at school.On the other hand, you may not have any specially strong or weak subjects but your records show a general satisfactory standard.Although not all subjects can be used directly in a job, they may have indirect value.A knowledge of history is not required for most jobs but if history is one of your good subjects you will have learned to remember facts and details.This is an ability that can be useful in many jobs.Your school may have taught you skills, such as typing or technical drawing, which you can use in your work.You may be good at mental work or cookery and look for a job where you can improve these skills.If you have had a part-time job on Saturdays or in the summer, think what you gained from it.If nothing else, you may have learned how to get to work on time, to follow instructions and to get on with older workers.You may have learned to give correct change in a shop, for example.Just as important, you may become interested in a particular industry or career you see from the inside in a part-time job.Facing your weak points is also part of knowing yourself.You may be all thumbs when you handle tools, perhaps you are a poor speller of cannot add up a column of figures.It is better to face any weaknesses than to pretend they do not exist.Your school record, for instance, may not be too good, yet it is an important part of your background.You should not be apologetic about it but instead recognize that you will have a chance of a fresh start at work.31.Which of the following best sums up the first paragraph? The importance of doing well at school.Using school performance to help to choose a career.The importance of being good at all subjects.The indirect value of school work.32.The writer thinks that for a student to have a part-time job is probably______.a waste of time that could have been spent on study useful for his future work a good way to earn extra money a good way to find out his weak points 33.According to the passage, if a student’s school record is not good, he______.will be a complete failure in his future work will not be able to find a suitable job will regret not having worked harder at school may do well in his future work 34.Which subject is supposed to have no direct value for job hunting? Mathematics English

Technical Drawing History 35.The whole passage centers on _____.choosing a career according to what one is skilled in acquiring knowledge by working hard at school finding one’s strong and weak points developing one’s abilities useful in school work Part III Vocabulary and Structure(15%)Directions: There are 30 incomplete sentences in this part.For each sentence there are four choices marked A., B., C.and D..Choose the one answer that best completes the sentence.36.The general strike is a means of _______________ the total authority of the government.A.incorporating

B.reinforcing

C.challenging

D.transforming 37.They work hard to ________ a barren landscape into an area of beautiful pastureland.A.transform

B.transition

C.transit

D.transport 38.George took _________ of the fine weather to do a day’s work in his garden.A.chance

B.interest

C.advantage

D.charge 39.I’d rather you ________ make any comment on the issue for the time being.A.don’t

B.wouldn’t

C.didn’t

D.shouldn’t 40.The new shopping center will not be ________ until next year.A.useful

B.available

C.avail

D.using

41.Shall we _______ girl ________ roses?

compare … for

B.compare … like

C.compare … with

D.compare … to 42.Please _____________ me if you feel sick.A.turn down

B.turn to

C.turn up

D.turn toward 43.____________ the teacher last night, I would have asked him about.A.Had I seen

B.I had seen

C.If I saw

D.If I have seen 44.Stop making so much noise, for you are _______ me from my work.A.attracting

B.distracting

C.contracting

D.contacting 45.The forest was ________ to few trees by the great fire.A.reduced

B.lessened

C.decreased

D.restricted 46.Let’s think of a situation _________ this idiom can be used.A.where

B.which

C.that

D.what 47.People will not believe those who always ________.A.argue

B.exaggerate

C.quarrel

D.tell truth 48.When _________ the evidence of his guilt, he confessed at once.A.faced up with

B.met with

C.opposed by

D.confronted with 49.His plan was rejected, ______ of its merits.A.regardless

B.countless

C.because

D.involving 50.Any country in the world should always be _______ with other countries.A.on peace

B.at peace

C.at ease

D.in case 51.________ it’s raining heavily, we’ll have to put off the picnic.A.Now that

B.Unless

C.If

D.If only 52.He looks _______ young, in fact he is in his fifties.A.apparently

B.evidently

C.plainly

D.clearly 53.The failure in the experiment _______ the carelessness of the young assistant.A.results in

B.results from

C.leads to

D.as a result 54.His younger brother is _______________________ he.A.ten centimeters tall than

B.ten centimeters taller than C.ten centimeters as taller than

D.ten centimeters taller as 55.He __________ works in that University.A.no longer

B.no more

C.longer than

D.no more than 56.Speech difficulties may sometimes be ________ if a person is shown where to place the tongue and teeth to make sounds.A.overpaid

B.overstated

C.overturned

D.overcome 57.His position is _______ to hers.A.inferior

B.high

C.low

D.good 58.He seems to __________ criminals.associated into

B.associated in C.associated with

D.associated to 59.I’m sure Harry will remember, but why not give him a ring _______ he forgets? A.in the case

B.in case of C.in case

D.in the case of 60.Only under special circumstances __________ to take make-up tests.A.freshmen are permitted

B.are freshmen permitted C.permitted are freshmen

D.are permitted freshmen 61.He is a very ________ secretary.So the boss wants to promote him.A.unless

B.effective

C.adequate

D.efficient 62.Generally, most of the people in world are not willing to __________ force to solve the dispute.A.ask for

B.like

C.resort to

D.get 63.The new arrival was ______ the famous scientist.A.none but

B.nothing but C.none other than

D.nothing other than 64.Human beings have _______ themselves to very diverse environments with the help of fire, agriculture and machines.A.adapted

B.adopted

C.adepted

D.addicted 65.It’s necessary ___________ the dictionary immediately.A.that he returned

B.that he return C.that he will return

D.that he has to return Part V Cloze(10%)Directions: For each of the following blanks four choices are given, choose the most appropriate one.The first man who cooked his food, instead of eating it raw, lived so long ago that we have no idea who he was or where he lived.We do know, however, that(66)thousands of years, food was always eaten cold and(67).Perhaps the cooked food was heated accidentally by a(68)fire or by the melted lava from an erupting(69).When people first tasted food that had been cooked, they found it tasted better.However,(70)after this discovery, cooked food must have remained a rarity(71)man learned how to make and light(72).Primitive men who lived in hot regions could depend on the heat of the sun(73)their food.For example, in the desert(74)of the southwestern United States, the Indians cooked their food by(75)it on a flat(76)in the hot sum.They cooked piece of meat and thin cakes of corn meal in this 77).We surmise that the earliest kitchen(78)was a stick(79)which a piece of meat could be attached and held over a fire.Later this stick was(80)by an iron rod or spit which could be turned frequently to cook the meat(81)all sides.Cooking food in water was(82)before man learned to make water containers that could not be(83)by fire.The(84)cooking pots were reed or grass baskets in which soups and stews could be cooked.As early as 166 B.C., the Egyptians had learned to make(85)permanent cooking pots out of sandstone.Many years later, the Eskimos learned to make similar pans.66.A)in

B)on

C)through

D)of 67.A)raw

B)crude

C)man-made

D)fresh 68.A)forest

B)cooked

C)kitchen

D)lightning 69.A)volcano

B)cave

C)mountain

D)valley 70.A)through

B)since

C)soon

D)even 71.A)when

B)which

C)until

D)as 72.A)food

B)a fire

C)himself

D)it 73.A)to cook

B)cooking

C)cooked

D)cook 74.A)places

B)realms

C)areas

D)domains 75.A)beating

B)frying

C)drying

D)placing 76.A)stone

B)board

C)table

D)plate 77.A)zone

B)sector

C)method

D)fashion 78.A)utensil

B)instrument

C)tool

D)equipment 79.A)by

B)over

C)on

D)to 80.A)supported

B)replaced

C)changed

D)switched 81.A)by

B)on

C)over

D)at 82.A)incapable

B)unavoidable

C)impossible

D)unpopular 83.A)broken

B)destroyed

C)spoiled

D)pierced 84.A)newest

B)latest

C)first

D)worst 85.A)stronger

B)better

C)more

D)longer Part V Writing(15%)Directions: For this part, you are allowed thirty minutes to write a composition on the topic “A Job-Applying Letter ” You should write at least 100 words and your composition should be based on the following : 1)Reason for writing(including how you found out about the job)2)Relevant information about yourself 3)How to contact you 4)Closing Keys: 听力答案：

１－５ＡＣＣＡＡ

６－１０ＣＡＣＣＤ

11.parts 12.approve

13.clap

14.performers 15.together with 16.opposite

17.stage 18.meaning 19.not only clap but they stand up and clap 20.Many actors say that is what they work so hard for----Applause!Applause!21-25 D D C B A

26-30 ACCDA

31-35 BBDDA 36~ 40 CACCB

41~45 DBABA 46~ 50 ABD A B

51~55 A ABB A 56~60 D A CCB

61~ 65 DCCA B 66----70.DAAAD

71---75.CBACD

76---80.ACADB

北京大学试卷篇7

1. 文本分析不足。

在高考语文试题中, 阅读与写作的内容所占分值比重很大。阅读方面, 不仅有现代文阅读, 还有古代诗文阅读内容。语文教学方面, 阅读的意义在于以文本为根据, 考查学生的对于不同文本的有效阅读与鉴赏评价的能力。但在教学过程中, 很多的语文试卷讲评课堂, 为了提高讲题效率, 教师选择不进行文本分析, 而直接进行试题讲解。其教学的重点在于分析题目的出题规律与标准的答题方法, 就题讲题, 以题目内容向文本要答案。这样的教学方法不仅脱离了文本的根本, 而且也不利于学生真正找到阅读能力提高的关键。对文本阅读而言, 寻章摘句很容易断章取义, 也无法直接得出文章的题眼与关键句。而语文考试出题考虑很多情况下都是直指学生对于文本的整体把握能力的, 对于学生的文本阅读理解能力也非常重视。以题讲题, 而不在乎文本鉴赏, 只是一种舍本逐末的教学选择。如在诗歌鉴赏中, 情感的分析与领悟必须联系整体来进行评价。而文学类的阅读探究题如果没有通读全文, 没有仔细联系上下文进行理解, 是无法得出最后的准确结论的。没有进行文本讲解, 只报答案, 只会让学生无法参与最关键的文本鉴赏过程, 造成其语文阅读能力的滞后。长期处于这样的教学模式下, 学生也会养成一看到题, 就只分析答案合理性, 静不下心来阅读文本, 拿题就做, 对于整个阅读材料只留下一个支离破碎的印象。这种不良的做题习惯不仅会造成学生阅读题得分率低下, 同时还会影响学生一生的阅读品味与阅读习惯。

2. 学生课堂参与度不足。

在高三语文试卷讲评课中, 讲评的意义在很多教师看来, 就是教师讲, 学生听。而教师讲的内容就是把学生在做试卷过程中的情况进行总结, 让学生知道正确答案是什么。这样的思路下, 教师讲, 学生记, 最后完成一份有正确答案修正的试卷就结束了整堂试卷讲评课。这样的教学模式没有重视学生的主体性, 没有关心到学生对于知识的理解, 只是一种以终于讲完试题的心态在教学。作为一名教师, 应时刻以学生的思维去看待教学, 以学生的角度来思考, 而不能以一种想当然的态度来开展教学。对高三语文试卷讲评阐述, 每个学生的试卷都有所不同, 每个学生在语文综合能力的应用上也都有所不同。基于此, 在进行试卷讲评时, 教师在把握整体性的同时, 还要强调学生个体间的特殊性, 给予学生表达意见的机会, 让学生提出问题, 提出不同的思路, 提出自己做题时的想法, 讲出自己为什么会写出这样答案的原因, 进而让教师明了学生的学习状态, 明了教学中应加强的部分。这样的讲评课才能体现出以学生为主体的教学相长, 才能让学生真正明了为什么失分, 如何正确阅读与鉴赏文本。

二、如何提高高三语文试卷讲评课效率

1. 以学生为本位, 进行教学重点确认。

在进行高三语文试卷讲评之前, 应确定好讲评的重点。不同的试卷, 备课的方法与内容也应有所不同。不是只备答案, 却不考虑学生的情况。在讲评课的过程中, 教师要切忌一堂课把试卷讲个不停, 而应让学生掌握讲评课的节奏, 对学生的答题情况摸深摸透, 特别是对于学生的答题误区与其出错原因, 应进行重点跟踪。如笔者在教学实践中就发现, 学生在试卷中失分的很大一部分原因是由于其在语言表达与现代文阅读方面存在不足, 有相当一部分学生在作文审题时存在误区。了解清楚这方面情况后, 笔者根据学生的情况进行讲评课重点确定, 增强了教学的针对性, 也提高了学生的参与度。整个课堂里学生把其想法表达出来, 笔者进行分析与总结, 当学生觉得讲透了之后, 再进行下一部分的讲课。这样的教学不仅有效地体现了以学生为主体的课堂设计目的, 同时也达到了教学相长的目的。

2. 案例教学, 体现典型。

高三语文试卷讲评课教学中, 案例教学的重要性体现了举一反三的教学要求, 同时也提高了学生对于评分标准的理解度, 明白了如何去站在教师的角度看待一张试卷, 如何站在评分者的角度来思考如何组织答题语言。为了提高学生对于案例教学的印象, 笔者在进行高三语文试卷讲评课教学时, 都会先把学生中具有一定典型性的答案备入课堂内容, 在上课时, 先以多媒体方式或者板书等形式进行展示。要求学生扮演不同的角色来思考答案的核心。如教师可先让学生站在自己的角度想想, 为什么要这样答题。接下来再让学生站在教师的角度想一想, 这样答题的原因是什么。再站在评分者的角度来想想这样的答案体现了学生怎样的语文素养, 反映了学生语文能力哪方面的不足等等。在这个过程中, 课堂中是以讨论的形式进行教学, 学生间互相诊断, 师生互动, 回归到了文本的鉴赏与精读, 提高了学生对于代表性案例与典型性答案的认知度, 并从中学习到了如何更好地去组织语言回答问题, 如何正确地鉴赏文本, 如何有效地抓住试题的题眼。

3. 方法集成, 提高答题准确度。

任何考试都有固定的模式与规律, 对于学生的语文素养也有着固定的考查重点。基于此, 在把握好学生对于文本的鉴赏能力之后, 在高三语文试卷讲评课上, 教师可以适当进行做题方法的归纳与集成。如读题的方法, 明了题目所问的重点, 如何对段落进行分层理解, 在阅读过程中对于分号与标志性词句的有效理解, 对于题干指令的正确领会, 对于过渡性, 描述性与修饰性句子的有效过滤等等。特别是在进行答题时, 确定答案前应进行回顾确认, 以帮助学生养成一个良好的做题习惯, 提高学生的知识应用能力。

三、结语

综上所述, 高三语文试卷讲评课在讲解过程中, 应求质不求量, 重视学生的参与, 重视学生的做题情况。让学生知其然, 更知其所以然, 让试卷成为检测学生语文能力的试金石, 让讲评课成为针对性提高学生语文知识应用能力的重要途径。

摘要：高三复习过程中, 对于高三语文试卷的讲评是重点内容。而目前来说, 在试卷讲评过程中还存在着很多可以提升的地方, 笔者结合个人教学经验与个人想法, 对高三语文试卷讲评课进行相关阐述, 并提出若干建议, 以供同仁参考。

关键词：高三语文,试卷讲评,误区

参考文献

[1]陈军.走出高三语文试卷讲评课的误区[J].中学教学研究, 2012 (12) .