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我们在参加湖北省高考语文试卷质量分析的过程中,有一个很突出的印象:词语填空和解词的成绩不够理想。仅以十个试场考试成绩的平均分数为58.5的300名报考理科的学生在这两道题中的得分为例,就可以窥一斑而知全豹。其中,填词及格的82人,占27％;解释词语及格的仅27人,占9％。而不及格者之中,前一题得1分者11人,后一题得1分者,也有3人。如果把未参加高考的应届毕业生的数字再加进去,其百分比肯定更低。这就促使我们深思:词语教学的薄弱环节究竟在哪里? 我们认为:以下三个方面是词语教学的薄弱环节之所在,在今后的词语教学中,应该加强。一、应扩大阅读面,丰富学生的词汇,以改变学生词汇贫乏的现状。巧妇难为无米之炊,
During the process of participating in the quality analysis of the Chinese papers for college entrance examinations in Hubei Province, we have a very prominent impression: the results of filling in empty words and resolving words are not ideal. Only 300 students who apply for science, with an average score of 58.5 in 10 test scores, can score on the scores of these two questions. Of these, 82 were literate, 27% of the respondents, and 27 were interpreters, accounting for 9%. Of those who failed to pass, 11 were scored 1 in the previous question, 1 scored in the latter question, and 3 in the previous question. If the number of new graduates who have not taken the college entrance examination is added, the percentage will definitely be lower. This prompted us to think deeply: Where are the weak links in vocabulary teaching? We believe that the following three aspects are the weaknesses of vocabulary teaching and should be strengthened in future vocabulary teaching. First, we should expand the reading surface and enrich the students’ vocabulary to change the status quo of the students’ vocabulary. Make bricks without straw,