1. A Psalm of Life

1.1 Analysis:

Henry Wadsworth Longfellow begins his poem "A Psalm of Life" with the same exuberance and enthusiasm that continues through most of the poem. He begs in the stanza to be told "not in mournful numbers" about life. He states here that life doesn't abruptly end when one dies; rather, it extends into another after life. Longfellow values this dream of the afterlife immensely and seems to say that life can only be lived truly if one believes that the soul will continue to live long after the dies. in the first. Longfellow states this clearly when he writes, "And the grave is not its goal." Meaning that, life doesn't end for people simply because they die; there is always something more to be hopeful and optimistic for. Longfellow begins discussing how humans must live their lives in constant anticipation for the next day under the belief that it will be better than each day before it: "But to act that each to-morrow / Find us farther than to-day."

In the stanza, Longfellow asserts that there is never an infinite amount of time to live, but long after its creator dies.

In the stanzas, Longfellow likens living in the world to fighting on a huge field of battle.

He believes that people should lead heroic and courageous lives and not sit idle and remain ineffectual while the world rapidly changes around them: "Be not like dumb, driven cattle! Be a hero in the strife!" His use of the word "strife" is especially interesting, since it clearly acknowledges that life is inherently difficult, is a constant struggle, and will never be easy. Longfellow then encourages everyone to have faith and trust the lord and not to rely on an unknown future to be stable and supportive.

2. Commentary for A Psalm of Life

Sensory language

Rhyme scheme

ABAB

Uses descriptive language

Uses similes

2. Excelsior

Summary: Excelsior is a poem about a traveler who had only one goal stuck into his head that was to get higher and nothing could make him stop, not even the warm light of houses, nor the warm welcome of a girl, nor the storm that will come at night, nor the avalanche could stop him. And in the end he died. He did what he determined to do and he ended up losing his life.

3. Sit and Look Out As the poet surveys the human world, he is struck by the numbers and variety of misfortunes to which mankind is subject and which are the causes of wide-spreading suffering in the world. He sees all this but he remains silent. His silence is of course due to the profundity of suffering in the world and his helplessness in the matter.

4. Mending Wall (from North of Boston)

Form and style: The poem is in blank verse—that is, unrhymed iambic pentameter. Its forty-five lines are in the form of a monologue, but quite different from the style of dramatic monologue

popularized by Robert Browning’s give a revelation of the speaker’s character, often unintentional, and are focused inward. Frost’s are directed outward, usually at some object that can serve: as a point of departure of general observations. The verse is largely monosyllabic, the language typically unpretentious. His Paleolithic savage, for example, is old-stone, a literal translation of the Greek word and much more effective. Simplicity and dignity set the tone.

第二篇：美国文学 期末考试 总结一

1.The Minister’s Black Veil--Hawthorne, 人物：Hooper

总结：A universally beloved minister appears in church one Sunday wearing a small black

veil which hides his face from the forehead to the mouth. Everyone is made uneasy by this.

After he has worn it for several Sundays a delegation from the congregation go to his home

to ask him to remove it, or at least explain why he is wearing it. But intimidated胁迫 by the veil,

they are afraid to raise the subject.

His bride-to-be then declares she will speak to him about it. When he will not discuss the

matter with her she says she is afraid to marry him unless he lifts the veil at least once, or tells her

why he must refuses. He will not but begs her to marry him anyway, instead of condemning them

each to a lonely life. He continues to wear the veil throughout a lonely life. Everyone avoids him

but his sermons布道 become even more impressive and many people are brought to a state of

grace by them.

“black veil”symbolizes the cover used to keep one’s guilt as a secret.

2.The Adventures of Huckleberry Finn—Mark Twain 人物：Huck, Jim 1.Huck’s quest for freedom and Jim’s quest for anti-slavery

2. Society vs. individual

3. Huck’ birth and rebirth

4. Huck’s loneliness and isolation 人物性格分析：Huck is always practical and natural, exhibiting good common sense. Huck is

extremely adaptable. Huck is also very shrewd and possesses a good inventive ability. His

sympathy for other human beings, his shrewdness and ingenuity, his basic intelligence, his good

common sense and his basic practicality.

3.An American Tragedy-- Theodore Dreiser 人物：Clyde Griffths

总结：Clyde thinks money and success will bring him happiness. When a pregnant girlfriend

threatens to destroy this dream, he plans to kill her. At the last moment, he changes his mind, but

the girl dies accidentally anyway. Since Clyde has decided not to kill her, is he really responsible

for her death? This becomes the main question during the trial审判. The trial itself is not really

fair. The newspapers stir up public anger against him. In the end, Clyde is executed. Clearly,

Dreiser believes that Clyde is not really guilty. Dreiser calls his novel a tragedy, and in certain

ways it is similar to classical Greek tragedy. It concentrates on a single individual, who gives it

unity; and his individual is eventually destroyed by forces which he cannot control.

4.The Hairy Ape—Eugene O’Neill 人物：Yank

全文总结：Yank, the ape-like seaman, attempts to rise to a higher level. Yank’s initial crisis is

seeing himself unfavorably in the mirror of the society girl when she calls him a filthy beast. After

this incident, and throughout the play, he struggles to find out exactly who and what he is.

Ultimately he tries to find meaning and purpose in the animal world by freeing a caged gorilla, but

this final effort fails also. In the end, Yank dies, without ever finding his place of belonging. The

general feeling is one of despair: Man is rootless in an indifferent and impersonal universe.

The next day Yank goes to the monkey house at the zoo. The gorilla’s brute

strength impresses him and he speaks to the animal as a friend. He describes the feelings he had in

the park, watching the sun rise on the sea. At last he understood Paddy’s nostalgia for the old life,

but he knew he could never belong to it. This realization led him to seek out the gorilla. Yank says

the gorilla is lucky to belong to one world while he belongs to neither heaven nor earth. Identifying himself with the animal, Yank frees him to get even with the men who have put him in the cage. The gorilla picks him up, crushes him and throws him into the open cage. When the door has slammed shut on him and the gorilla has gone the dying Yank calls out mockingly to imaginary spectators to step right up and have a look at the one and only--- Hairy Ape. He dies, having pronounced this final judgment on himself. In a stage note the playwright suggests that perhaps Yank at last belongs.

5.A Farewell to Arms—Ernest Hemingway 人物：Henry, Catherine Barkley, Emilio

Dialogue

Interior monologue// stream of consciousness

Understatement The Grim Reality of War

The Relationship between Love and Pain

Feelings of loss The novel tells about the war experience and the love story of an American lieutenant, Henry, during the World War I. Henry serves in the Italian ambulance crops, and fall in love with an English nurse, Catherine. Although in civilian clothes, he is suspected, and forced to flee with Cat to Switzerland. They go to Lausanne for the birth of their child, but the baby is stillborn and Cat dies in childbirth. Henry is left alone in a strange land; his dream of leading a decent life broke into smithereens. So the novel is both farewell to war, and a farewell to love.

6. Autobiography-- Benjamin Franklin It is probably the first autobiography in American literature. It is an interesting record of a man rising to wealth and fame from a state of poverty and obscurity. It’s a record of self-examination and self-improvement. He wrote it at 65.

第三篇：教务处关于期末考试总结报告

20xx年春学期期中考试总结报告

一、高一、高二年级期中考试成绩分析

1、学科分析

高一年级学科均分及格的学科有语文学科（99.9），地理学科（选修和必修）和必修班的政治学科，高二年级只有语文学科均分及格。有的学科均分很低，如高一年级的数学仅为56.2分，非选修班的物理均分为41.2，高一（5）班均分仅为30.3分。高二年级选修班的物理均分为46分，普通班高二（8）班的均分仅为37.7分。

2、年级分析

高一年级刚刚分科，分科前后的学生情绪波动与不安，成绩还不能真实地反映高一年级的真实情况，但也能说明一些问题。必修科目全及格的为74人，其中高一（1）班22人，高一

（6）班9人，高一（7）班21人，高一（9）班13人，共65人，其他5个班共9人。选修达2B且语数外总分在290分以上共14人。语数外总分在180分以下的为64人，最多的班级达16人。

高二年级学业水平测试结束不到两周就举行期中考试，5门高考科目停课多时，加之学业水平测试结束后的学生的自身松懈，高二成绩也十分不理想。语数外总分在310分以上且选修科目达2B共12人，（6）、（10）班各5人，290—309分以上且选修科目达2B共30人，（4）班为12人，（6）班为5人，（10）班为11人。290以上且选修科目达2B的共42人。语数外总分在180分以下的为71人，最多的班级达18人。

平行班中，总分、均分、选修和必修达2B以上的差距也较大，有的科目平行班均分相比相差近20分。

二、高一、高二年级期中试题总体评价（此评价依据各备课组长的分析写成）

此次期中试题，大多数学科总体难度适中，注重考查学生的基础知识和基本的学科能力，突出考查教材的重点和主干知识，教材知识的覆盖率较高，无偏题、怪题，难题较少。个别学科试题难度较大。

三、存在的问题及原因分析

综合各科备课组长和班主任对期中考试的分析来看，着重分析了学生中存在的问题，对教师这一方面的分析可以说是缺失的。

从学生角度来看，主要存在以下几个问题：

1、学生双基较差，最基础的、最基本的主干知识把握不好，一些基本概念、基本公式识记不清。如语文学科的默写得分不高；数学、物理、化学学科一些学生最基本的公式、概念把握不清，历史、政治、地理（高二）选择题和简单的主观题失分较高，这可以从这几门学科的均分很低可以看出。

2、审题不清或者根本不审题，做题跟着感觉走。审题不清在理科学习表现尤为明显，根本根本不审题，做题跟着感觉走在文科中尤为明显。现在文科的主观题题目往往是通过创设新情境，从新情境中最大限度地获取有效信息，并对信息进行分析和理解，因而材料较多。而学生在解题过程中根本不好好阅读材料，仅仅就设问来解题，常常答非所问，文不对题。

3、一些常规的、基本的解题方法，学生还没有熟练掌握，解题不规范现象严重。

4、实验设计、数据分析和推理能力较弱。

5、识图、作图和运用图表解决问题的技能较差，综合运用知识的能力较差。

为什么会造成上述的问题呢？其主要原因有以下几点：

1、从客观上讲，高一、高二学生素质确实较差，一些学生在课堂上听不懂现象较为严重，就不要谈不认真听讲了。

2、高一从开学就说要分科，前后延续一个多月，分科后新班级的磨合与稳定还需一段时间，整个高一年级不太稳定；高二年级学业水平测试结束不到两周就举行期中考试，5门高考科

目停课多时，加之学业水平测试结束后的学生的自身松懈，故而在学业水平测试后不能全身心地投入到期中考试的复习中。

3、与我们老师的教也有很大关系。从以上学生的因素分析来看，这其中的好多原因与我们老师不是有很大的关系吗？在期中考试的分析表中，对学生的问题分析较为详细，但对教师本身的教学情况分析很少，反思很少，这不能反映一些问题吗？在试卷分析中，绝大数备课组都认为试题难度适中，注重考查学生的基础知识和基本的学科能力，突出考查教材的重点和主干知识，教材知识的覆盖率较高，无偏题、怪题，难题较少，而均分尤其是少数学科全年级的均分只有试题总分的三分之一略多些，成批的学生只有十分、二十分左右。换句话说难度适中只存在于我们老师的心目中，难度适中的标准是什么？如果说我们老师分析的属实的话，这不正反映了我们教学中存在了很大的问题吗？如果说学风很差，就能把原因全归于学生吗？我们的班级管理和我们的教学及管理就没有问题了吗？在这，教务处仅想提出这么多问题让大家思考。

四、我们的对策

1、我们要对学生应有的关爱。我们不要一味地怪我们的学生差，怪了，我们学生的素质也不会好，我们不能歧视我们的学生。你心目中已经认定了你的学生不好了，那你还会有多大的耐心与你的学生友好相处，你还会有多大的耐心教育你的学生。如果学生感觉不到老师的爱，他（她）还会相信老师吗？古语云：“亲其师，信其道” ，此乃至理名言也。

2、严格执行学校的教学策略。“低起点，小坡度，分层次，勤反馈，重落实”一直是我校多年来倡导并执行的教学策略。当时提出这一策略就是基于我校的校情。我校最大的校情就是学情，生源素质逐年成下降趋势，学生进校分数低，行为习惯差，认知水平也较低。从期中考试的成绩分析来看，我们对这一教学策略执行的不好（当然，教务处首先要检讨）。我们要立足课堂、正视差异、分类施教,达到减少后进生、推进中等生、提高尖子生的目的,培育了一批批优秀、合格的高中毕业生。教师从最后一名学生抓起，从最简单、最浅显的问题入手，面向全体学生，调动每一个学生学习的能动性和积极性，特别是待进生转化工作抓得紧，抓得实。

3、我们要进一步重视集体备课，力求老师上课要大同小异，同中求异，上出自己的个性同时又要适合于我们的学情。要把我校的教学策略贯穿于教学的每一个环节中，特别是把备学生放到特别重要的地位。

4、要重视教学反思，要有“农民种田”的意识。 孔子在《论语?学而》中说：“吾日三省吾身。”美国学者波斯纳认为没有反思的经验是狭隘的经验，至多只能是肤浅的知识。教师的成长=经验+反思。有论者认为反思是教师产生教学灵感与教学智慧的关键所在，通过对教学实践重新咀嚼和回味来审视和分析自己的教学实践，体会自己教学的成败得失，从而获得更清晰的感悟和启迪。因此课后做教学反思是提升教学效果，促使教师教学能力增强的必要手段。教师的专业成长除了教育理论的指导作用，更多的则来自于对自身具体的或长期的教学效果的反思，在反思中摸索积累个性化的经验，在教学反思中形成实践智慧。叶澜教授说过：“一个教师写一辈子教案不一定成为名师，如果一个教师写三年反思可能成为名师。”