Analysis and Reflection on the 2020 Biology College Entrance Examination Questions
The 2020 biology college entrance examination questions had the following characteristics: - ** Value Guidance, Quality Guidance ** - ** Integration into real situations, cultivating social responsibility **: Combining the characteristics of biology, the college entrance examination questions are integrated into social hot topics, such as the new epidemic situation material. For example, question 28, with the detection and treatment of the new crown as the background, examined the immune response of the body, the detection of viruses and antibodies, and the principle of preparation of monoclonals. It not only examined the knowledge points, but also allowed the students to understand the social hot spots related to biology and enhance their confidence in defeating viruses; Question 24 was based on earthworm decomposition technology. It examined the composition of the ecosystem and introduced the concept of organic matter recycling. Combined with the topic of domestic waste classification, it guided students to understand the significance of waste classification and enhance their sense of social responsibility. - ** Based on subject accomplishment, closely follow the teaching focus **: The test paper focuses on the core accomplishment of the subject and the key teaching content, and strengthen the scientific thinking and scientific inquiry ability. Heredity questions were a typical test of scientific thinking ability. For example, the 21st question was a classic genetics question, which required students to master the basic laws of genetics and flexibly use them for trait analysis and genetic probability calculation. The 32nd question was about the inheritance of fruit fly hybrids and comprehensive mutation test points, which introduced the verification experiment design. Students had to design experiments to verify the reasons for the emergence of special mutants on the basis of mastering the laws of genetics, which required scientific inquiry ability. The 31st question used microbiology experiments as the background to design a complete scientific research process. It comprehensively tested the students 'comprehensive scientific inquiry ability. - ** Initiate green development, reflect environmental friendliness **: The test questions select typical scenes from daily life, guide students to use scientific methods to analyze and understand life phenomena, establish healthy living concepts, enhance environmental awareness, and advocate harmonious development between man and nature. Reflection: - The importance of comprehensive application of knowledge: From the test questions, students need to combine the knowledge of different sections, such as immunity, virus detection, and other knowledge to answer questions related to the new crown. This suggests that in the teaching and learning process, we should pay attention to the construction of the knowledge system, rather than simply memorizing the knowledge points. - ** Requirement of integrating theory with practical ability **: Many questions are based on practical situations, such as earthworm disposal of garbage, the situation of the new crown epidemic, etc. This requires students to learn biological knowledge without being separated from real life. They must learn to use the knowledge they have learned to explain biological phenomena in life, and be able to flexibly use the knowledge to solve problems according to the actual situation. - ** The importance of experimental inquiry ability **: From the questions involving experimental design and result analysis, it can be seen that the examination of students 'experimental inquiry ability is more intense. In the teaching, experimental teaching should be strengthened to cultivate students' ability to ask questions, make assumptions, design experiments, and analyze results. Read more exciting novels for free
The College Entrance Examination Questions and Analysis
The following are some of the questions and analysis examples for the college entrance examination: ** 1. Multiple choice questions ** 1. In the analysis of the poem, the incorrect one was () - A. "Drink Up" was a song to encourage drinking. The poet used the topic to express the injustice accumulated in his chest and also expressed his desire to display his ambition. "Bells, drums, and jade are not expensive enough. I hope I will be drunk for a long time and not wake up." These two sentences were the main theme of the poem. - B. The whole poem was full of ups and downs, from sadness to joy, to wildness, to anger, and then to wildness. Finally, it ended in "Eternal Sorrow", responding to the beginning of the poem, full of ups and downs. - C. The use of excitement and exaggeration in the poem was quite unique. For example, the two groups of exaggerated long sentences at the beginning of the poem had the momentum of carrying the wind and sea rain, possessing soul-stirring artistic power. The poem repeatedly used huge numbers such as "10,000","1,000", and "10,000" to express its heroic poetic feelings, but it gave people a feeling of emptiness. - D. The poem is mainly composed of seven words, with three, five, and ten words to "break" it. The length is different, and it is uneven and complicated, making the whole poem fast and slow, and it is a thousand miles away. - Answer: C. - Analysis: Although the poem repeatedly uses huge numbers such as "ten thousand","thousand","ten thousand", the use of these numbers appropriately shows the poet's heroic poetic feelings. It does not give people a sense of emptiness, but vividly reflects the poet's bold and unconstrained feelings and the romantic style of poetry. 2. The explanation of the following words is wrong () - A. Cooking sheep and slaughtering cattle for fun (and, temporarily) - B. Sing a song with you (sing, sing) - C. I must take it from you (take, take) - D. Together with you, I will dispel the eternal sorrow (dispel, eliminate) - Answer: C. - Analysis: The "take" in "Jing Xu Qu Qu Duo Jun Zhuo" did not mean "take". Here,"sell" meant to buy or buy. 3. In the explanation of the poem "About to Drink," the wrong one was () - A. "Don't you see that the water of the Yellow River comes from the sky and flows into the sea without returning?" The poet used the river water to describe life as easy to grow old, and used the great eternity of the Yellow River to set off the small fragility of life. - B. (Since the reference materials did not give the complete content of option B, it is impossible to accurately analyze this option.) ** 2. Short Answer Questions ** 1. This word and Li Bai's "will enter the wine" to express feelings in the same way, please combine the poem to briefly analyze. - Answer: - I use allusions to express my feelings. For example,"Going to Wine" used the allusion of "Cao Zhi set up a banquet to calm the optimism"(Chen Wang used to feast in Pingle) to express his feelings of frustration in life; in other poems, allusions such as "Four Hao of Shangshan" may be used to express irony or emotion towards certain phenomena. - He spoke his mind. In "To Drink","The bells, drums, and jade are not expensive enough. I hope that I will be drunk for a long time and not wake up" directly expressed the contempt for wealth and the yearning for intoxication, expressing the resentment in the poet's heart. There was also "I am born with talent, and the money will come back after it is scattered" directly expressed his self-confidence in his own talent and other emotions. "The Crane Drinks the Spring Breeze" is equally exciting. Everyone is welcome to click and read it!
Talking about the biology college entrance examination questions
The biology college entrance examination questions could be evaluated from the following aspects: 1. ** Analyzing the basic situation of the exam ** - When the papers were being marked, they began to prepare and record the students 'answers, such as which questions were answered well, which questions lost more points, whether they lost points for knowledge or skill, whether it was a common phenomenon or an individual phenomenon, and so on. After the statistics and analysis, he wrote the lesson plan. During the evaluation class, he would briefly introduce the basic situation of the test to the students, including the analysis of the test paper, the analysis of the answer, and so on. 2. ** Commenting on mistakes ** - There was no need to explain the entire test paper from beginning to end. For questions with no or very few mistakes, they usually do not comment or simply mention them; questions that some students make mistakes can be commented on according to the situation; questions that most students make mistakes (often confusing and comprehensive) should be emphasized. 3. ** Set up questions for students to explore ** - With the students as the main body, let the students discuss and analyze, explore and correct mistakes, summarize and solve problems. Students could be allowed to explain the less difficult questions. Students would be given more opportunities to do so during the end-of-term review tests. For questions that spanned a long distance and were comprehensive, and the students generally felt difficult, the students were allowed to discuss them first, and then the teachers would form a reference answer. This would arouse the students 'enthusiasm and improve their ability to analyze and solve problems. 4. ** Simulation training available ** - The exercises and variant exercises were designed around the questions in the test paper. For example, according to the knowledge points, skills, skills, methods, etc. examined in the college entrance examination biology questions, variant exercises were compiled from multiple angles to allow students to deepen their understanding and mastery of such questions from different angles. 5. ** Guide students to give feedback and summarize ** - Students were given the opportunity to summarize and reflect. They were encouraged to create a book of mistakes and sort out the typical mistakes to improve the effect of the paper evaluation. When commenting on the specific content of the college entrance examination biology questions: 1. ** Integration into the aspect of establishing morality and cultivating people ** - For example, the new curriculum standard paper with the theme of Yundao Lake in Xiameng can guide students to think about the significance of protecting biological richness and convey the concept of "green water and green mountains are golden mountains and silver mountains"; National Volume A takes the protection of endangered species birds as an example to guide students to think about the biological significance of protecting endangered species and establish the consciousness of action to protect biological richness. 2. ** Outstanding experimental inquiry ability ** - For example, the national volume A required the design of experimental programs to verify that protein fragments could appear in the lysomes of engulfing cells. Students should be guided to understand how to use basic experimental methods and techniques to solve new problems. The new curriculum standard volume required the design of experimental programs to test the AIDS virus in blood samples. Students could discuss a variety of programs, such as CPR technology. National Volume A used genetic engineering to express the target protein as the background to examine the principles and objectives of the relevant key links. It was to let students feel the rigor of scientific research. 3. ** Close contact with production and life ** - The new curriculum standard paper gave the test questions of practical problems in the breeding of white thorn melon, guiding students to solve the problem of high yield by genetic crossing methods, from "solving problems" to "solving problems"; National Volume A focused on the topic of rational use of disinfectant to reduce infectious diseases, guiding students to use scientific inquiry basic methods to solve practical problems and strengthen application orientation. 4. ** Strengthening the subject foundation examination ** - For example, National Volume A focused on the transportation mode and action mode of plant hormones to test the depth of understanding and cognitive breadth of hormone regulation mode. Students should be guided to accurately understand and flexibly apply the necessary knowledge, so as to reduce the phenomenon of memorization and mechanical brushing. When commenting on multiple-choice questions, you can analyze the test points, test directions and solution ideas one by one like Mr. Wang Dongkuan, analyze the knowledge points in depth, and exchange effective solution skills; When commenting on subjective questions, you can refer to Mr. Jia Zhangfang's opinions, analyze the characteristics of multi-question setting, clear hierarchy, reflecting the degree of distinction, examining the core accomplishment of the subject, etc., and put forward opinions on new lessons and review according to specific cases, attach importance to teaching materials, rely on experimental teaching, cultivate the consciousness of standard answering questions, etc. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Reflection on the Teaching of the New College Entrance Examination of Biology
The following are some of the main points of reflection on the new biology college entrance examination: ** 1. Teaching strategy adjustment ** 1. ** Balance between practice and exam ** - It was found that the students 'mastery of knowledge was related to the teaching method. For example, sometimes the effect of a teacher's lecture was not as good as the students 'extra-cursory practice, and the effect of extra-cursory practice was not as good as the results of the exam. Based on this, he could use the method of teaching less and practicing more in class, doing less and taking more tests outside the class. For example, in order to improve the students 'ability to solve multiple-choice questions, the lesson preparation team would give the students one-to-two exams every week (about 10 questions each time) for several consecutive weeks. They would also give feedback and praise the students who scored high and made great progress. 2. ** Homework grading and topic selection ** - Some assignments could be approved less (but they still had to check if the students had completed them) and let the students mark them themselves. The teachers would spend more time on choosing topics and share all the materials in the lesson preparation team to improve the efficiency of the use of teaching resources. 3. ** Evaluation Method ** - They could use the method of letting the students do the questions first, and then the students would raise the questions before giving a unified evaluation. Although this would increase the workload of the teachers, it would save time for the students and help improve their grades. ** 2. Review Stage ** 1. ** Second round of revision ** - Focus on solving the problem of knowledge integration, induction, and reasoning ability cultivation, and construct a complete biological knowledge system to adapt to the college entrance examination. - There were two aspects to consider when choosing a review topic. One was the cross-chapter topic within the subject, such as the "plant metabolism and regulation" topic, which involved the compulsory book of plant biology and regulation, and the second chapter of the elective book. This method helped to straighten out the scattered knowledge points in the first round of review and establish a complete knowledge system. Secondly, based on a certain knowledge point, the relevant cross-chapter knowledge would be summarized together, such as protein topics, bioenergy topics, biological breeding topics, innovative experimental design and analysis topics, etc. This was very effective in cultivating students 'ability to transfer knowledge and analyze specific processes. - The choice of exercises was crucial to improving students 'scoring ability. As the comprehensive science test arranged by the school would take up class time, if the practice questions were too much, it would affect the analysis of the topic. Therefore, according to the analysis of the first round of revision of the middle school students 'answers, according to the characteristics of the college entrance examination questions over the years, the selection and re-editing of the practice questions would be carried out. - In the final stage after the second round of review, teachers and students had to walk out of the comprehensive simulation questions. The students returned to the teaching materials, found the "wrong questions" in the test papers that they had done, and checked for any gaps. The teacher guided them in class and focused on explaining the common problems that the students had. Generally, they would not conduct a unified test. ** 3. Teaching content and cultivation ** 1. ** Teaching objectives and core accomplishments ** - In the context of the new college entrance examination, high school biology teaching should be based on the development of students 'core qualities, including the concept of life, scientific thinking, scientific inquiry, and social responsibility. Teachers should take these as the overall goal when carrying out classroom teaching. For example, the teaching design of the section on active transport in the compulsory textbook could be determined as: from the perspective of life, it was necessary to give examples of some substances entering and leaving the cell against the concentration grade; from the perspective of scientific thinking and scientific inquiry, it was necessary to analyze the characteristics of carrier protein by observing the active transport process; from the perspective of social responsibility, it was necessary to explain the significance of active transport. 2. ** Knowledge System Construction ** - Biology was a science subject, and classroom teaching should be "reasonable." Students should understand the ins and outs of knowledge and the causality between life events. From there, they could clarify the internal connection of knowledge and build a more solid knowledge system. For example, when explaining the influencing factors of active transport, the students should be guided to analyze why the O2 concentration would affect active transport (active transport requires the consumption of energy produced by cell metabolism → the energy required for life activities is provided by cell breathing → the main way of cell breathing is oxygen breathing → the oxygen breathing process requires the consumption of O2→ the O2 concentration will affect oxygen breathing, thus affecting active transport). Another example was the teaching of the structure and function of cell membranes. The new textbook added the exploration process of cell membrane composition and structure. Teachers could guide students to re-explore the path of scientists and clarify the composition and structure of cell membranes. 3. ** The use of teaching situations ** - We should use the teaching situation to improve quality and efficiency. The sources of materials for teaching situations were diverse, such as common phenomena in production and life, classroom demonstration experiments, life science history, new scientific progress, social hot spots, etc. The forms included life situations, imagination situations, simulation situations, experimental situations, etc. However, no matter what kind of situation it was, it should be question-oriented. By discovering and solving problems, it could stimulate the students 'thinking and develop their accomplishments. For example, in the teaching of active transport, the latest progress in the study of glucose carriers could be used to introduce the exploration of the mode of glucose transport, and it could be proposed that the absorption of glucose by the small intestine membrane was an active transport, so as to carry out the new lesson. The reabsorption of urine could also be used as an example to analyze the way of reabsorption of different substances. The method of absorbing iodinated ions by the fetal Follicular Epidermal Cell in the textbook "Question Discussion" could also be used as an example to guide the students to think. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Analysis of the True Questions of the 2018 College Entrance Examination
Only the analysis of the 2018 national volume 1 novel reading "Ms. Zhao Yiman" was found. This novel connected history with reality. Through the description of Zhao Yiman's image, she created the character image from the two aspects of literati temperament and professional soldier. When describing the activities of the Anti-Japanese Alliance, the article interweaved vision, hearing, touch, and smell, such as the distant bell, the bonfire in the deep forest, the smell of barbecue, and the singing of the soldiers. It depicted the activities of the soldiers on a winter night. Even if the fighting conditions were difficult, one could still feel the poetry of life. In addition, the article mentioned that Ms. Zhao had a single ward and was guarded by the police day and night. This sentence was a link between the previous and the following, paving the way for the plot where Ms. Zhao fought for others. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Analysis of History Questions in the College Entrance Examination in 2021
The 2021 National History Examination questions had the following characteristics: * * I. Pay attention to the relevant contents of the party history and reflect the significance of the ideology and education ** 1. * * In terms of learning history and understanding ** - By selecting the relevant historical facts of the party leaders during the revolution and construction period, such as the 29th question of Volume B extracted from Mao Ze-dong's "Care for the People's Lives and Pay Attention to Working Methods", and the 47th question of Volume A selected the contents of Deng Xiao-ping's speech on science and technology, etc., the students were inspired to realize the power of truth in the exploration of the theory of Marxists from specific historical facts, so that the students could understand the richness of these concepts to the party's principles and policies and the significance of the victory of the revolution. 2. * * Learning history to increase trust ** - By reviewing the glorious course of the party from its establishment to the victory of the revolution, such as the 42nd question of Volume B presenting some of the important meetings of the party during the period of the new democratic revolution, it shows the process of the party opening up the correct revolutionary road, guides the students to firmly believe in the belief of Chinese characteristics, and recognizes that it is the choice of history and the people for the party to become a political party that leads the Chinese people to victory in the revolution. 3. * * Learning History and Practicing Hard ** - By presenting the great practice of the Party in the process of leading the construction of society, such as the 41st question of Volume A, with the international environment in the early days of the founding of New China as the background, it shows the achievements in the formulation of China's foreign trade policy, motivates students to draw wisdom and strength from the history of the Party, and transforms the learning effect of the history of the Party into the driving force for success. * * 2. Increase the level of open-mindedness ** 1. * * New ways to set questions ** - The open-ended questions were innovative in the breadth, depth, and angle of the examination. For example, Question 42 of Volume A introduced the concept of "Wei Suo" and created a complex situation that contained multiple elements. It required students to carry out a variety of operations. Moreover, the question was comprehensive and needed to be combined with historical and geographical knowledge to reason and judge. 2. * * Integration of Core Cultivation Concepts ** - The open-ended history test questions incorporated the core accomplishment test concept. For example, Question 42 of Volume B required students to analyze the development and growth of the Chinese Party during the New Revolutionary Revolution under the guidance of historical materialism, integrating historical materialism, space-time concept, historical interpretation, feelings of family and country, and other core accomplishments. 3. * * Exploring a variety of questions and opening them up ** - In addition to the open questions, open questions were also added to the comprehensive questions. For example, the 41st question of Volume B was a comprehensive test question within the subject. It created a situation around Herodotus 'History and Sima Qian's Records of the Historian. Through the comparison and analysis of the first two questions, the third question was relatively open, guiding students to think deeply and raise their understanding of historical facts to a theoretical level. * * 3. Closely follow the ability test and reflect the characteristics of the subject ** - It emphasized on the students 'ability to process information, focusing on the students' ability to read, filter, classify, summarize, refine, and explain the information provided and hinted by the situation. For example, the 25th question of Volume B gave the number of households in different regions at the end of the Western Han Dynasty and the middle of the Eastern Han Dynasty, asking the students to analyze the social development trend presented by the data changes and draw reasonable conclusions. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Biology college entrance examination 2021 true questions Chongqing paper
The real questions of the 2021 college entrance examination in Chongqing can be obtained from the data collected and sorted by the self-selected online team. These real questions and answers can be used as reference. The purpose is to help the examinee understand the type and difficulty of the college entrance examination questions. In addition, there are 2018 - 2020 college entrance examination Chongqing biology questions and answers can also be used as reference content. However, the specific content of the 2021 real question was not listed here. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
What are the most difficult biology questions in the college entrance examination?
The difficult questions in high school biology were roughly the following: 1. * * Calculation questions related to protein **: - It involved the calculation of the relationship between the number of peptidic bonds, the number of water molecules removed, the number of ammo acid molecules, and the number of peptidic chains of the protein. For example, the number of peptidic bonds in a protein was equal to the number of water molecules removed, which was equal to the number of acid molecules minus the number of peptidic chains. The number of water molecules required for complete digestion of a protein was equal to the number of water molecules removed during the formation of the protein. - The calculation of the minimum number of amine groups and starch groups in a protein, the number of which is at least equal to the number of protein chains. - To calculate the relative molecular mass of a protein, one needed to consider the average relative molecular mass of the protein, the number of the protein, and the number of water molecules removed. In other words, the relative molecular mass of a protein was equal to the average relative molecular mass of the protein multiplied by the number of the protein minus 18 multiplied by the number of water molecules removed. There were also calculations related to the ratio of the number of bases in genes, messenger R A bases, and the number of aa in the protein. 2. * * The calculation of the number of layers of biological membranes: - It was necessary to clarify the number of membrane layers in different cell structures. For example, one biological membrane was equal to one layer of the Phospholide bilayers, which was equal to two layers of the Phospholide bilayers; Ribosome, Centrosome, and Chromosome had no membrane structure; Cell membrane, tonosome membrane, plasmatic membrane membrane, and Golgi membrane were single membranes; The membranes of mitochondria, chlorites, and the nucleus were double membranes (the number of membrane layers that substances passed through the nuclear membrane from the nuclear pore was zero). - For structures such as the walls of the lungs, capillaries, and digestive tract, which were composed of a single layer of cultured cells, passing through one layer of cells required passing through two cell membranes (biological membranes) or four layers of Phospholide molecules. 3. * * Calculation problems related to photosynthesis and breathing **: - According to the relationship between the raw materials and the products in the reaction formula, the chemical calculation was carried out. For example, the mole ratio of carbon dioxide produced by the two processes was 1:3 when the same amount of glucose was consumed, and the mole ratio of glucose consumed by the two processes was 3:1 when the same amount of carbon dioxide was released. - For green plants, it is necessary to distinguish between the net photosynthesis rate measured under light and the actual photosynthesis rate.(The actual photosynthesis rate is equal to the net photosynthesis rate plus the respiratory rate), which involves the calculation of the actual oxygen production of photosynthesis (equal to the measured oxygen release plus the oxygen absorption and consumption of the respiratory rate), the actual carbon dioxide consumption of photosynthesis (equal to the measured carbon dioxide consumption plus the carbon dioxide release of the respiratory rate), and the net production of glucose by photosynthesis (equal to the actual production of glucose by photosynthesis minus the consumption of glucose by the respiratory rate). In addition, for organisms such as yeast that could produce both oxygen and oxygen and produce CO2, it was necessary to calculate the type of breathing based on the volume ratio of the released CO2 to the absorbed O2. 4. * * Experimental design questions **: For example, National Volume A required the design of an experimental plan to verify that protein fragments could appear in the lysomes of engulfing cells; the new curriculum standard volume required the design of an experimental plan to detect the AIDS virus in blood samples, etc. These questions tested the students 'ability to use basic experimental methods and techniques to solve new problems, including designing experimental plans, optimization of experimental procedures, and analysis of experimental results. 5. "Genetics related topics: For example, the new curriculum standard paper mentioned that white thorn melons were favored by consumers, and practical problems in the production and breeding of fruit and vegetable crops with high yield of female plants. It required the use of genetic crossing methods to screen out the pure body of white thorn female plants. 6. * * Big topics related to ecology **: For example, the new curriculum standard volume took Yundan Lake in Xiameng as the theme, examining the reasons for monitoring nitrogen in water quality assessment, the physiological process of carbon neutrality of mangroves, the key role of birds and other consumers in the ecosystem, etc. National Volume A took the protection of endangered species B as an example, showing the discovery of a small number of wild individuals during the protection process, artificial breeding, release in the wild, and gradually expanding the population. This type of question tested ecological knowledge and incorporated some guidance from ideas. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Analysis of Shaanxi Biology Middle School Entrance Examination Questions in 2021
The 2021 Shaanxi Biology Middle School Entrance Examination had the following characteristics: 1. " Base on the basics and focus on the core concepts ": Focus on the core concepts of biology to test the main knowledge and reduce the test of pure mechanical memory. Through the connection between production practice and real life, the basic concepts and basic principles were examined, emphasizing the students 'understanding and thinking of basic knowledge and exploring the connection between knowledge. 2. ** Multiple Ability Testing Outstanding **: - [Ability to experiment and explore: A large number of questions in the test questions involve pictures and charts, and the ability to transform pictures and charts is highly required.] Some of the questions tested the ability to obtain information from pictures, the ability to operate and analyze experiments, the thinking process of exploring the causes of biological evolution, and the ability to explore experiments, including the mastery of the basic principles of experiments, the analysis of results, and the raising of new questions. 3. ** Close to life, emphasis on knowledge transfer and application **: Many questions are based on the students 'personal practical experience. They test the ability to use the knowledge they have learned to solve practical problems in real situations, reflecting the close relationship between biology knowledge, life, and nature. 4. ** Focus on hot topics and promote social responsibility **: Some topics involve social and political hot topics such as "Yuan Longping, the father of hybrid rice","Four Treasures of Qinling","Using public chopsticks" and "COvid-19" epidemic. Students are guided to pay attention to social issues, strengthen the concept of protecting species, saving food, sustainable development, and environmental protection awareness. In general, the test questions placed more emphasis on the students 'understanding of knowledge, various abilities, application, and thinking process. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Analysis of the 2021 Questions of the College Entrance Examination in Shen Zhen
The 2021 National College Entrance Examination Volume 1 essay question inherited the basic pattern of the 2020 National College Entrance Examination Volume 1 essay question. It was a non-themed essay and drew materials from the historical context to draft the question. In that year, Mao Ze Dong's discussion on "sports research" was selected, which had more background and practical significance. To write this essay well, one must first sort out the relationship between the levels of the materials. There are three main points: First, the title of Mao's article is "Research on Sports"; Second, based on the shallow meaning of "sports", that is, human physique can change from strong to weak or from weak to strong; Third, based on "strength and weakness", it is argued that "the abuse of the strongest will become weak" and "the weak can also become strong for various reasons (even natural temptation)". This point has a strong enlightening and extended significance. The essay required the writer to write his thoughts and thoughts according to the enlightenment of the materials. There were two main situations for the enlightenment. One was to focus on Mao Ze Dong's "Research on Physical Education" and combine the importance and necessity of physical exercise to realize and think about the necessity of strengthening physical exercise in the current "simultaneous development of five cultures" to verify the health of China. The second was to start from sports and combine the "change of strength" to discuss the relationship between "bullying the weak" and "changing from the weak to the strong", and between people and countries, so as to point out that China was gradually moving towards the great journey of becoming strong from the weak under the leadership of Mao Ze Dong. At the same time, if one relied on their own strength without restraint, acted recklessly, and did not care about principles and bottom lines, they would eventually become weak. "Her Shenzhen-Writing the Future" is equally exciting. Everyone is welcome to click and read it!
Analysis and Reflection on the Fujian Paper of the College Entrance Examination
Taking the 2024 college entrance examination geography Fujian paper as an example, there were 16 multiple-choice questions in the paper, each question scored 3 points, a total of 48 points. From the question type, the way to examine the knowledge points was more flexible and varied. For example, in the questions related to rural rejuvenation, by setting different levels of location conditions, such as labor force (sufficient or not), traffic conditions (perfect or not), industrial development type and other conditions to set the questions, the examinee needed to understand the relevant concepts in depth and be able to flexibly apply them to specific situation analysis. Among them, the questions about traditional agricultural flower planting and tourism development in the village had high requirements for the examinee's ability to analyze the geographical conditions and understand the industrial development plan. When examinees were dealing with such questions, they not only had to master basic geographical knowledge, but they also had to have comprehensive analytical skills. From the previous situation of the provincial quality inspection geography test paper, the geography test paper was prone to some seemingly simple but actually easy to lose marks. For example, in the 2023 provincial quality inspection geography test paper, the first question about the reason why the Laocheng District is difficult to expand tripped many students. There were many places where the whole test paper was buried, which reminded the examinees to be bold and careful when answering the questions. Pay attention to details and carefully analyze the hidden conditions and traps in the questions. In terms of revision strategies, examinees needed to have a deep understanding of various geographical concepts and principles, not just memorize them. At the same time, he had to do more comprehensive analysis questions to improve his ability to apply knowledge and solve problems. In addition, the analysis and summary after completing the questions were also very important. They had to find their own knowledge loopholes from the wrong questions and make up for them in time. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>