Answer analysis of the 2019 Taizhou Senior High School Entrance Examination Ideological and Moral Examination Paper and word text version download (difficulty comments)

Analysis of the answers to the Ideological and Moral Examination Paper of Taizhou City High School Entrance Examination and download of the word text version (comment on difficulty)

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Taizhou City High School Entrance Examination Thoughts Analysis on the overall difficulty of moral character:

The Taizhou City High School Entrance Examination on Ideology and Morality has ended. Compared with previous years, you will find many differences. Below, Teacher Ma of the University College Entrance Examination will analyze the layout of the test paper, the difficulty of the questions, and the overall quality. This high school entrance examination chemistry test paper will be analyzed and summarized, and experience and lessons will be summarized to provide certain help or guidance for future learning and teaching.

The analysis of answers to the Taizhou City High School Entrance Examination Ideological and Moral Examination Paper has the following characteristics:

1. Characteristics of the test questions

The Taizhou City High School Entrance Examination Ideological and Moral Examination Questions adhere to the "four principles" The principle of "beneficial" adheres to the organic unity of knowledge examination and ability, emotion, attitude and value examination, so that the test questions have high reliability and validity, as well as necessary distinction and difficulty. In the form of propositions, stability is the main focus, stability is accompanied by change, and change is sought for novelty, which is refreshing.

1. The proposition specifications reflect the requirements of the "Instructions"

(1) From the perspective of the test question structure: the test questions consist of 25 multiple-choice questions and 3 subjective questions The ratio of subjective and objective questions is 1:1; among the three subjective questions, the brief analysis questions are worth 7 points, the analytical questions are worth 8 points, and the practical exploration questions are worth 10 points, which are completely consistent with the requirements of the exam instructions.

(2) From the perspective of module proportion: 5 current affairs questions, accounting for 10%; in the seventh grade part, 6 multiple-choice questions, 6 points, and the subjective questions are scattered in the form of answer key points in 26 (2) , 28 (1) (3), about 4 points, totaling 10 points; in the eighth grade part, there are 5 multiple-choice questions (question 6 overlaps with the seventh and ninth grade parts), 5 points, subjective questions 27 (1) Individual key points in questions (2), 26(2) and 28 are worth about 10 points, totaling 15 points; in the ninth grade part, there are 9 multiple-choice questions, worth 9 points, and subjective questions 26(1) and 28(1)(2). (3) Some key points, about 11 points, totaling 20 points, are consistent with the proportional structure of the modules required by the exam instructions.

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(3) Judging from the description of the test questions, ranging from multiple-choice questions on current affairs to large practical inquiry questions, each question has concise words, standardized expressions, clear levels, and clear requirements. It is not about review questions. Deliberately set up obstacles to highlight students' ideological and moral cultivation.

(4) From the perspective of ability level requirements, there are basic questions that test knowledge accumulation (such as 5 current affairs questions, Question 20), and mid-range questions that test understanding ability (such as multiple choice questions 6, 7, 11, 13, 14, 17, 23, etc.), test the ability to use learned knowledge to analyze and explain relevant social phenomena, judge and evaluate relevant opinions, and creatively solve difficult problems (such as 26 (2), 27 (1) (2) ), 28 (1) (2), etc.), the average score in our district was 38.97, and the overall difficulty of the test questions was similar to the test instructions.

(5) Judging from the test content, the 2013 high school entrance examination ideological and moral test questions examined overcoming setbacks, respecting cultural diversity, protection of minors, social justice, order in life, and the constitution is the foundation of the country. Dafa, consumer rights, the relationship between cooperation and competition, governing the country according to law, our country's political system, the leadership of the Communist Party of China, enjoying the fruits of economic prosperity, peace and development, hard work, national spirit, scientific outlook on development , basic national policies to protect the environment, etc. These contents are clearly stated in the textbooks and have specific requirements in the exam instructions. There are no over-the-top questions, side questions, or strange questions.

2. Ability concept, embodying the concept of curriculum reform

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Taizhou City High School Entrance Examination Ideology and Morality Test Paper word text Version download.zip

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The "Basic Education Curriculum Reform Outline (Trial)" points out that "pay attention to examinations Students’ ability to analyze and solve problems.” The "Ideological and Moral Curriculum Standards (2011 Edition)" also points out that "it is necessary to strengthen the research on propositions for ideological and moral examinations, focus on testing students' ability to use knowledge to solve practical problems in moral practice, and give play to the correct guiding role of examinations in teaching." To adapt to the curriculum reform According to the requirements, the ideological and moral test questions of the 2013 high school entrance examination adhere to the concept of ability, and examine students' ability to apply the knowledge they have learned and analyze and solve practical problems at multiple levels, from multiple angles, and in an all-round way. Such as:

6. Mo Yan won the 2012 Nobel Prize for Literature, but his literary path was not smooth. After his work was sent out, he received many rejection letters and was even ridiculed. But he never got discouraged and persevered, eventually succeeding. This shows (D)

① You can succeed after experiencing setbacks ② Overcoming setbacks requires tenacious hard work

③ It is inevitable to experience setbacks in life ④ When facing setbacks, you need to be optimistic and confident

A.①②③B.①②④C.①③④D.②③④

Using Mo Yan’s road to success as the material, students’ ability to transfer knowledge and interpret materials from multiple perspectives was tested. Another example: 26 (2) Based on the reflection on Material 2, what should young people do to compose "national sentiment"? Tested students' ability to solve practical problems. How to compose "national sentiment" depends on different perspectives, measures, and methods. The answer can be comprehensively answered from the aspects of morality, law, and national conditions.

3. The materials are novel and reflect the characteristics of the times

Strengthening the connection with social reality and students’ life experience and reflecting the characteristics of the times are one of the important features of the 2013 Yangzhou City High School Entrance Examination Ideological and Moral Questions one. For example, building a moderately prosperous society in all respects, commemorating the 30th anniversary of the promulgation and implementation of the Constitution, strengthening restrictions and supervision on power, the Chinese Dream, Beautiful China, etc., which reflect the new governance concepts and ideals of the new leadership group; Mo Yan won the award, "Jiangnan Style" Becoming popular, "Crossing the road Chinese style", "It's not my fault", "Operation CD-ROM", "micro era", "positive energy", etc. are exactly what we see with our eyes, hear with our ears, and say with our mouths in life. What comes to mind has a strong flavor of life and a strong color of the times.

4. Local resources reflect Yangzhou characteristics

Using local resources to create problem situations and test students’ knowledge, abilities, emotions, attitudes and values ??is a fine tradition in Yangzhou City’s ideological and moral issues in the high school entrance examination . Question 23 of the 2013 examination examined the significance of implementing the "People's Heart Project" based on the 130 key "People's Heart Projects" being implemented by the Yangzhou Municipal Government; 27 (2) With blue sky, clear water, green land, beautiful city, With the background of Yangzhou, where people are more civilized, it examines the issue of how to build a beautiful Yangzhou, inspiring students' beautiful emotions of loving their hometown and building their hometown; 28(3) "The Most Beautiful Passenger", "Rice Rice Mom", "Integrity Boy" and other Yangzhou The city's "top ten news figures" introduced test questions, which enhanced students' sense of pride and inspired students' inner motivation to see talents, contribute to society, and deliver positive energy.

5. Moral guidance, reflecting humanistic care

The test questions create problem situations around "the growing me, my relationship with others, my relationship with the collective, the country and society". It triggers students to think about how to correctly understand "the growing self" and how to deal with the relationship "with others, the collective, the country and society". It not only examines students' emotional attitudes and values, but also plays the moral education function of the ideological and moral test questions, reflecting It shows the examiner’s humanistic care for students. For example, question 6 uses Mo Yan's growth experience to inspire students to correctly deal with the setbacks encountered in life; question 25 inspires students to carry forward a diligent and frugal life style by resisting "waste on the tip of the tongue" and promoting "Operation CD"; Question 10 uses the form of a song to guide young people to learn to protect themselves; Question 13 uses the classic line "It's not my fault" to educate students to be self-reliant and self-reliant, "If you have shoulders, you have to carry the burden", etc., which reflects Care for the "growing me". Question 7 guides students to learn to handle the relationship between "me and others" from the perspective of correctly treating foreign culture, question 12 from the best way to solve the "generation gap", and question 18 from the perspective of correctly handling the relationship between cooperation and competition. Question 11 is about "Crossing the road Chinese style", Question 15 is about events that damage the image of the Chinese people, 26 (2) How to write "national sentiment", 28 (1) How to welcome the "micro" era, 28 (2) How to use positive energy to inspire students to correctly handle the relationship "with the country and society". They must not only have the emotion of being close to society, but also have the action of contributing to society, and realize the value of life through dedication.

2. Reasons for losing points

1. Unclear review of questions

Some students made mistakes due to exam tension and poor ability to abstract and summarize, and they were confused about the direction of answering questions. .

For example:

19. Regarding the illegal crimes involving the production and sale of toxic and harmful foods such as problematic milk powder, clenbuterol, and gutter oil, the people have a strong voice for quick and severe punishment, which requires law enforcement. The agency must do it (B)

A. There are laws to abide by B. Law enforcement must be strict C. Rights protection in accordance with the law D. Operate with integrity

The question points to the subject being the law enforcement agency, not the non-law enforcement agency Institutional candidates cannot be selected. The subject of A is the legislative body, the subject of C is the consumer, and the subject of D is the operator. Therefore, A, C, and D should be excluded. However, some students mistakenly chose A due to unclear review of the question and lost points. Another example is question 21. Some students did not read the comics carefully and only saw the Communist Party of China, not the big ship, and mistakenly chose answer B.

2. Inaccurate information

Extracting valid information based on the materials is an important part of answering high-quality questions. Judging from the findings from the examination, a considerable number of students have poor ability to extract effective information, and it is common to miss things and make confusions. For example, 26(1), when asked to answer what phenomena and problems material 1 reflects, it must first be clear that material 1 consists of a table and notes on changes in my country’s GDP from 2008 to 2012; secondly, it must be clear what the table and notes reflect respectively. What a problem. In the table, the GDP continues to grow, from 31,404.5 billion yuan in 2008 to 51,932.2 billion yuan in 2012, indicating that our country’s economic development and national strength have increased; “note” reveals the changes in my country’s population, resources, and Problems in the environment, consumption and other aspects; thirdly, we must combine the tables and notes. While economic development is happening, we are also facing some new problems and new challenges. Another example is 27(2). Many students focus on "the courage to innovate" but ignore the subject "youth" of "the courage to innovate", leading to the omission of the important point "youth are the future of the motherland and shoulder the historical responsibility of realizing modernization".

3. Ineffective transfer

Ineffective transfer means that students cannot mobilize and use relevant knowledge to analyze and explain relevant social phenomena, judge and evaluate relevant opinions, and put forward a question based on the meaning of the question. One or more methods and approaches to solving problems. For example, 26 (2) combined with material 2 reflection, in order to compose "national sentiment", what should young people do? This question is a divergent question, focusing on testing students' knowledge transfer ability. Judging from the results of answering questions, it is not ideal. Many students only moved the last section of textbook P98 to the test paper, without integrating and transferring knowledge within the scope of the textbook, resulting in incomplete key points and loss of points. Writing "national sentiments", from a legal perspective, means consciously fulfilling the obligation to safeguard national unity and ethnic unity; from a cultural perspective, it means respecting the customs, habits, languages, and religious beliefs of ethnic minorities; from the perspective of national conditions To put it bluntly, we must support the ethnic policies of the party and the country, support the western development strategy, safeguard ethnic unity, and fight against all kinds of words and deeds that undermine ethnic unity.

4. Unclear ideas

Unclear ideas for answering questions are mainly reflected in three aspects: First, reasonable choices cannot be made according to the requirements of the questions. Since it is an open-book exam, the textbooks can be browsed at will. Some students do not care about the answer requirements and do not consider what they need to answer or what they do not need to answer. As long as they have a little knowledge, they will spare no effort to copy it into the test paper, which is a time-consuming and loss-making business. . Second, regardless of priority, grab the eyebrows and beard. For example, 26(2) asked for an analysis of Xiao Ming’s view that “as long as the environment is protected, beautiful Yangzhou can be built.” Some students only commented without analysis and just said, “This view is one-sided”; some students spent a lot of time Most of the students answered why and how to protect the environment, but did not answer "To build a beautiful Yangzhou, we still need..."; some students answered "If you protect the environment well, you may not be able to build a beautiful Yangzhou. If... then..." "Third, answer whatever comes to mind, and the answer is illogical. For example, in 26(2), you should make a judgment first, and then divide the answers into two levels: "To build a beautiful Yangzhou, you need to protect the environment" and "To build a beautiful Yangzhou, you also need...". However, many students did not answer the questions in this logical order. Often there is nothing to worry about, what to answer first, what to answer later, there are countless answers in mind, and the answers are random and messy.

3. Teaching Suggestions

The problems existing in the Taizhou City High School Entrance Examination Ideological and Moral Test Questions and candidates’ answers enlighten us that in future high school entrance examination review we should:

1 ． Pay attention to examination research and grasp the direction of propositions

"High School Entrance Examination Instructions", "Curriculum Standards", Ideological and Moral Textbooks for Grades Seven to Nine (Suren Edition), etc. are the basic basis for the propositions of the High School Entrance Examination. Therefore, in teaching, It is necessary to thoroughly understand the "High School Entrance Examination Instructions", the "Course Standards", and the teaching materials, carefully study the high school entrance examination questions in the past three years, grasp the direction of the propositions, and improve the pertinence and effectiveness of teaching.

2. Improve teaching models and improve teaching effectiveness. Throughout our classrooms, it is still very common for teachers to reserve the class and explain everything to the end. Students learn hard, teachers are tired from teaching, and the teaching effect is poor. Teachers cannot replace students' learning.

The greatest role of teachers is to stimulate students' desire to learn and make students motivated to learn; to teach students scientific learning methods so that students can learn effectively and even efficiently; to create a harmonious teaching atmosphere so that students can learn happily; Scientific guidance and clever guidance enable students to learn successfully. We must actively explore and combine students' independent learning and cooperative learning with teachers' effective guidance to promote the transformation of students' learning methods and the improvement of academic performance.

3. Consolidate the knowledge base and strengthen ability training

In the "three-dimensional" goal system, knowledge is at the forefront. It is a necessary prerequisite for forming abilities and modal values. Therefore, in teaching, we must guide students to consolidate the knowledge base. . (1) According to the "High School Entrance Examination Instructions", implement the test points one by one and make sure the test points are clear. (2) Pay attention to knowledge organization and build a knowledge network. The teaching content of ideological and moral education for grades 7 to 9 is centered around the growing self, my relationship with others, my relationship with the collective, the country and society. Many knowledges are interconnected and intertwined. In review teaching, we need to guide students to organize knowledge, find out the internal connections, and compile knowledge structure diagrams. (3) According to energy level requirements, highlight the main core. The "High School Entrance Examination Instructions" is the basis for guiding the review of the high school entrance examination. We must make great efforts to review all the test points listed in the "High School Entrance Examination Instructions" at the level of understanding and application, as well as the main knowledge and core test points that are closely related to students' lives and social reality.

Adhering to the concept of ability is the general orientation of the subject proposition of Sipin, and strengthening ability training is the constant way to take the examination of Sipin. (1) Strengthen knowledge memory and focus on knowledge accumulation. Only by remembering it firmly can you think of it and use it accurately. (2) Strengthen knowledge application and cultivate transfer capabilities. In teaching, we can use practical issues and relevant social hot issues that students should care about and understand as topics, guide students to use the knowledge they have learned to analyze, interpret, and evaluate, and cultivate students' knowledge transfer abilities. (3) Strengthen question type training and improve problem-solving abilities. In classroom teaching, we should pay attention to the combination of lecture and practice, use practice to promote teaching, and combine the teaching of problem-solving skills and problem-solving methods with solving specific problems, so that students can learn to solve problems while solving problems. Post-examination comments should integrate knowledge correction, method teaching, and analysis of proposition intentions and proposition techniques, guide, guide, and urge students to summarize and reflect, so that students can transform from passive test takers to conscious test takers.

4． Connect with the reality of life and strengthen the application of knowledge

National policies, social hot spots, major local events, and doubts and difficulties in students' lives are all hot and exciting topics in the high school entrance examination. Daily teaching should allow students to understand and understand , guide students to use the knowledge they have learned to explain and analyze, and guide students to try to solve practical problems. In terms of specific operations, in the early stage of review, the method from knowledge to hot issues can be used to cultivate students' habit of paying attention to real life; in the later stage of review, the method from hot issues to knowledge elements can be used to cultivate students' ability to interpret materials from multiple angles.

5. Pay attention to psychological guidance and resolve test anxiety.