2016年中考英語寫作試題分析.doc

2016年中考英語寫作試題分析一、成績分布狀況、效度與難度分析2016年固原市中考英語寫作最高分15分，最低分0分，平均分7.17， 標準差3.97 難度系數(shù)0.48。全體評分曲線圖如下所示： 從圖中可以看出，考生成績呈常態(tài)分布，6至12分段考生所占比例較大，但同時也反映出寫作能力較差的學生占據(jù)很大比重，0至5分占比例較大，其中零分作文占8.64%，因此，我市初中學生英語寫作能力有待進一步提高。從命題角度看，要求考生寫一篇人物說明文，考察學生語言實用能力。內(nèi)容要點包括身份，事件，家庭情況，性格，愛好，他人評價，事件理由等。內(nèi)容兼具規(guī)范性與開放性雙重特點，考生可根據(jù)每個要點展開想象，適當拓展，字數(shù)要求60至120，考生在寫作篇幅上有較大的伸展空間，得分梯度明顯。從命題意向到考生得分來看，作文命題目的與實際考察結(jié)果相符，試題效度較高。二、考生典型問題分析（一） 識記類問題識記類問題集中反映在考生對基礎(chǔ)詞匯的拼寫不夠準確，含義模糊，表現(xiàn)為詞不達意，模棱兩可，詞性混亂；考生對固定搭配，固定句式記憶不夠準確，導(dǎo)致整個文章表意混亂，影響讀者對文章的理解。具體表現(xiàn)為：1.拼寫錯誤如將spirit拼寫為sprite,將always 拼寫為alway,將America拼寫為Amercia,將China拼寫為Chine,將Chinese拼寫為Chinses, 將vacation拼寫為vication,將beautiful拼寫為beautfull,將mother拼寫為monther,將because拼寫為because,將USA拼寫為UK等。 2.用詞不當如I am very like him.He is very miss me.He is very shyness.Sometimes, his help my questions.He knows thanksgiving others.Teacher speak Bill very carefully.He popular my live.Hes from American.3.固定搭配錯誤 固定搭配中的介詞與冠詞應(yīng)用較為靈活，并無規(guī)律可循，因此考生在應(yīng)用過程中出現(xiàn)錯誤的幾率較高，如He spend many free time to play computer games.the reason of he comes to my hometown is that he thinks Ningxia is very beautiful.He will go trip in Ningxia.He will come Ningxia.He is going to Ningxia on trip at holiday.He is good at learn math.You can make friend with he easily.In the word, Bill is a good boy.4.固定句式錯誤 英語中有大量的固定句式結(jié)構(gòu)，能恰當應(yīng)用固定句式結(jié)構(gòu)是衡量學生寫作能力的主要依據(jù)，但誤用或錯用往往會導(dǎo)致相反的結(jié)果。如很多考生出現(xiàn)There have three people in his family.He spends his spare time to play computer games.He always helps classmates as for as he can. （二）結(jié)構(gòu)類錯誤英語是一門形式邏輯很強的語言，這也是英語與漢語的最大區(qū)別。如名詞的單復(fù)數(shù)、可數(shù)與不可數(shù)、抽象與具體轉(zhuǎn)化；動詞的時態(tài)、語態(tài)、語氣變化，動詞的及物與不及物，及物動詞的賓補結(jié)構(gòu)；形容詞的原級、比較級、最高級；簡單句、復(fù)合句、并列句都有其自身的使用范圍以及連詞、關(guān)系代詞的選用、時態(tài)的呼應(yīng)等等。如果考生語法知識不夠牢固，就會出現(xiàn)大量的語言結(jié)構(gòu)性問題。同時，從語篇的角度來講，整體文章結(jié)構(gòu)需要有適當?shù)你暯优c過渡，缺少銜接與過渡，就會 使文章層次混亂，重復(fù)累贅。具體問題表現(xiàn)如下：1.動詞的及物與不及物如He like listening music.He wants to look Ningxias park. He often helps with classmates. 2.及物動詞賓補結(jié)構(gòu)錯誤 如He tell me give some suggestions about Ningxia. He wants to travel and help himself relaxing. 3.時態(tài)問題如He is once go to Ningxia.He had joined school soccer team.He will climbs the mountain Tai and visits the Great Wall.He also said he want to Guyanling with me. 4.語態(tài)問題 如He is visited his grandmother. He is wondered how China likes.5.語氣錯誤 如I wish he has a good time. 6.謂語重疊 如He likes play basketball.He is going to summer holiday come to Ningxia.He wantarrive Ningxia.I am get along well with him.Hes like play basketball.7.謂語結(jié)構(gòu)殘缺或錯誤 如He is study very good.That his wish.He very friendly and outgoing.Football is Bill like best on sports.He can many money.8.無主句 如Is very cute, student thinkHe thinks that can find something interesting.There are a good place, can make people relax.After class dont fight with her friends.9.主謂不一致 如Bill have a good family.He dont know this people.His teachers and classmates says that he is a funny boy.He always share his book with me. 10.名詞的單復(fù)數(shù)形式錯誤、人稱代詞格的混亂、介詞錯誤、冠詞錯誤 名詞單復(fù)數(shù)形式錯誤如：He is a middle school students.Many teacher think that he is polite and smart. There is a good weather here. 介詞錯誤如：They always play football in playground.They live countryside.I want to introduce him for you.I believe he will love in here. 冠詞錯誤如：He lives in the USA.He is a excellent boy.His father is teacher.The summer, he want to go to the Ningxia. （三）功能類問題功能類問題是從語用學的角度來說的，考生雖然能表達基本意思，但不能準確表述題目要點，往往與功能類問題有關(guān)。具體問題表現(xiàn)如下：1.詞性錯誤 如Do you want to see he?He has a normal family likes many people.There are three people in his family, he father, he mother and he.His study is very well.2.串句錯誤 如The air is fresh, the sky is blue, the grass is green. When we talk on the phone are very happy.He has a good hobby is clean his familys living room.He heard of Ningxia is very beautiful.3.平行結(jié)構(gòu)錯誤 如He likes swimming, running and play basketball.He is shyness, but friendship for me.Running make him happy and pleasure. He is friendship and outgoing.4.語序混亂如They with Bill gets on with.Because he like there environment.His address is very big house with garden.He like with parents watch TV at evening.5.漢語式表達 如I want to learn heres knowledge.He come Ningxia play.You come Ningxia is very good.Bill has a hot heart, especially have trouble people. We very welcome to he come to our home.We think of please his teach me, so that we and his together study harder.6.句式單調(diào) 如His dad is a worker. His mom is a worker, too.He has a pair of big ears, and a small mouth and has a yellow hair.He wants to go to China. He wants to go to Ningxia.7.主從復(fù)合句錯誤 如He come Ningxia is because he and his parents like Chinese.He want to know Guyuan people live.My teachers and classmates all think of he is helpful.He hear of Ningxia is beautiful.三、優(yōu)秀作文分析與點評案例1【分析與點評】考生能準確審題，層次清晰。第一段交代了人物的身份、家庭情況及愛好；第二段交代了人物性格及老師、同學對他的平價；第三段交代了來寧夏旅游的原因。文章結(jié)構(gòu)安排合理，整體過渡自然、環(huán)環(huán)相扣，形成了嚴密的邏輯鏈條。要點明確飽滿，表述精確到位。句式富于變化，長短句錯落有致。文中there be句型、spend sb.in doing sth.結(jié)構(gòu)、以及賓語從句His teaches think thatHis classmates say that凸顯了作者駕馭語言的能力。案例2【分析與點評】 此文亮點頻出，耐人尋味，是人物介紹類作文中的一篇佳作。文章結(jié)構(gòu)合理、敘述自然、筆觸細膩、過渡精妙，句式豐富多彩，詞匯應(yīng)用生動鮮活。第一段用because of 介詞短語表示原因，句式精煉、獨到。緊接著用in his spare time 和sometimes 兩個表示時間概念的詞，表述精細、具體。第二段中用as a student, as a result,過渡巧妙，邏輯嚴密。第三段作者用副詞once將時間推移到過去，由用from then on 將時間過渡到現(xiàn)在，游刃有余，可見考生扎實的語言功底和行文智慧。為了避免與第一段中he is interested in句式重復(fù)，作者在最后一段用He has strong interest in來表達同一意境，可謂妙筆生花。文章用問句結(jié)尾，增加了文章的生動感，拉近了與讀者的距離。四、寫作教學的問題與建議英語寫作是語言綜合應(yīng)用能力的集中體現(xiàn)，是語言教學的重點，也是難點。從2016年固原市中考考生在英語作文中的表現(xiàn)來看，集中反映出以下幾個問題：1.基礎(chǔ)詞匯掌握不夠牢固。豐富、確切的詞匯儲備是寫好作文的必備條件。從卷面分析可以看出，相當一部分考生對于基礎(chǔ)詞匯的拼寫、詞性、詞的用法、固定搭配、各種詞性的句法功能模糊不清，究其原因，與平時的詞匯教學不無關(guān)系。如果將詞匯學習看作是純粹機械記憶過程，而沒有學生的認知、理解與想象的參與過程，這是對詞匯教學的最大誤解。因此，探索一套建立在學習者認知規(guī)律基礎(chǔ)上的詞匯教學方法將是解決這一問題的根本途徑。 2.語法知識的應(yīng)用能力較差。語法知識是寫好作文的基本保證?？忌谶x擇性語法填空中的表現(xiàn)明顯優(yōu)于寫作，也就是說，考生在輸入性試題中得分較高，而在輸出性試題中得分較低。輸入性試題主要針對陳述性知識而設(shè)定的，而輸出性試題則是針對程序性知識而設(shè)定的，是對考生認知策略的考察。從試卷分析可以看出，語法教學與考生寫作能力的形成之間有明顯的脫節(jié)。因此，如何將語法教學和寫作教學結(jié)合起來是提高學生寫作能力的突破點。3.語篇知識的缺乏。任何一篇寫作都應(yīng)當是符合邏輯的展開，講求結(jié)構(gòu)合理、過渡自然。但從試卷分析可以看出，許多考生在寫作前缺乏對文章的整體構(gòu)思，常常出現(xiàn)寫作意圖不明、詞語堆砌、重復(fù)累贅、要點不全等現(xiàn)象。語篇知識主要涉及語言的結(jié)構(gòu)、文章的整體布局、句與句之間的銜接與過度等。 針對以上問題，對今后寫作教學提出以下兩點建議：1.詞匯教學應(yīng)擺脫傳統(tǒng)的注入式教學，而應(yīng)當采用聯(lián)想式教學。在注入式教學中，教師往往先領(lǐng)讀單詞，然后讓學生記憶單詞，最后聽寫所記憶的單詞。這是目前大多數(shù)教師采用的方法。這是一種機械記憶方法，學生在學完詞匯之后很快就會遺忘，并且很難正確應(yīng)用詞匯。聯(lián)想式教學是建立在詞匯的聯(lián)系基礎(chǔ)上的，學生通過聯(lián)想式記憶，會形成一張詞匯網(wǎng)絡(luò)，而不是彼此毫無關(guān)系的單個詞匯，這樣就大大提高詞匯在學生大腦中的長時記憶。綜合我國目前各種詞匯教學探索實驗，可以概括為三條基本路線：從詞源學角度出發(fā)路線。很多單詞源于同一詞根，學生記住一個詞根，可以至少記住10個單詞，而且很難遺忘。在中學范圍內(nèi)，目前高中教材中涉及詞綴，有一定幫助作用。初中教學從詞匯教學思維上簡單的滲透一些構(gòu)詞法知識很有必要。主題分類路線。是將各種詞匯按主題進行分類，在課堂上往往采用頭腦風暴法，讓學生快速調(diào)度所學詞匯，從而形成一種詞匯族群。目前有部分教師采用頭腦風暴法，但值得指出的是，頭腦風暴所形成的詞匯族群應(yīng)當以文本的形式儲存起來，以備學生長期使用。主題分類法對學生寫作詞匯幫助極大，應(yīng)當引起重視。區(qū)分與聯(lián)系路線。在新詞匯出現(xiàn)時，教師引領(lǐng)學生梳理改詞匯的同一詞、反義詞以及該詞的其他詞性的拼寫形式。這一路線對學生正確理解詞匯的句法功能有很大幫助，在教學實驗中也收到良好效果。2.語