Quality analysis of the second volume of the second grade mathematics examination paper (1) This paper embodies the new curriculum concept, pays attention to examining students' comprehensive ability, and makes an objective and fair evaluation of students' learning situation in one semester. In order to better implement the requirements of the new curriculum reform, comprehensively improve students' comprehensive quality, and promote future teaching work, this paper will analyze the final exam of grade two mathematics.
There are 60 people in our class who took the exam. Judging from the scores on the paper, the overall score is not bad, but there are still many shortcomings.
The following quality analysis is mainly carried out from three aspects:
Firstly, the paper analyzes:
1, the content of the test paper is life-oriented and situational.
Integrate knowledge points into specific life situations, so that students can realize the connection between mathematics and life and the value of mathematics.
2. Pay attention to the examination of the basic knowledge of mathematics. The knowledge points involved in the test questions basically cover the teaching content of this book, with wide coverage and reasonable distribution of knowledge points.
3. Judging from the overall test paper, the proposition appropriately reduces all the contents that examine the difficult points of the second grade mathematics, and controls the difficulty of the test paper, paying attention to being close to the psychological characteristics and thinking characteristics of students to avoid being too demanding. Such a propositional way is conducive to guiding teachers and students to speak thoroughly and learn well in a down-to-earth manner? Double base? Content, lay a solid foundation and provide reliable guarantee for students' all-round sustainable development; Pay attention to the examination of key knowledge and students'? Sense of number? 、? Analytical ability? 、? Computing power? 、 ? Applied knowledge? The formation of.
Second, the reasons for the achievements:
1, do a good job in cultivating outstanding and underage students, and be aware of it.
The results of a class can never be at the same level, and even the best class is no exception. Some students can get the message when they study, while others are unintelligible, slow-witted and have poor acceptance. Their achievements are really worrying. In the face of these students with different performances and poor grades, we should do a good job in cultivating outstanding students and give them timely help, so as to prevent students from being complacent and from the germination of self-destructive thoughts. We should be alert to these two possible bad tendencies. It is a very important link to train outstanding and underage students in time and in detail. Only by doing a good job in cultivating excellent students and helping poor students in time and in detail can the poor students not be bad and the excellent students be better, so as to comprehensively improve the ideological and moral quality and scientific and cultural quality of all students and achieve the ideal teaching effect.
2. Prepare lessons effectively, and 40 minutes requires quality.
As the saying goes:? Everything is planned in advance, so it's useless not to plan? ,? Come prepared? Is it okay? Have an answer? . For teachers, you may not be able to have a good class if you have prepared the class, but you must prepare the class if you want to have a good class. Therefore, preparing lessons naturally becomes a prerequisite for a good class.
(1) Seriously study the curriculum standards, teaching reference materials and teaching materials. Understand the theme of each unit and its position in the whole book, make clear the purpose of compiling each group of teaching materials, and conceive and prepare lessons in connection with the content and training focus of each unit. In order to prepare lessons, I try to dig deep into the teaching materials and know the teaching content clearly. After class, I also carefully read the thinking questions and learned the design intention of each question. On this basis, the teaching objectives, difficulties and teaching methods of each class are determined. I make strict demands on myself to prepare lessons in this way in every class. I found that I came prepared? Fight? It was more interesting to play, and I gained confidence from it.
(2) Carefully design teaching links. Prepare lectures and instructions. If you want to have a good class, the teacher's words and sentences should be carefully scrutinized, so I have carefully designed the introduction before class, the transition in class, the introduction of students' answers and the summary after class, striving to serve the key points of the class and guide students. The problems of preparation and design should also be carefully considered. The problems designed by teachers should highlight the key points of teaching and unit training, be few and precise, and take the lead and move the whole body. Prepare homework, expand and extend the current homework requirements, so that students can improve. Therefore, every time we prepare lessons, we should extensively search for information, carefully design exercises and homework, reduce the burden on students, and achieve the purpose of training, consolidation and improvement.
(3) Prepare students. Students are the main body of the class, so we should know the students' knowledge level, understanding ability, questioning ability and inquiry ability in order to adjust and guide them in time. The students in my class have poor ability to ask valuable questions and lack the motivation to ask questions actively, so I will make good preparations for guidance in these aspects.
3. Work hard and review.
In my work, I treat every student's study with a serious attitude of being responsible to students and parents, so that I know every student's study and thoughts like the back of my hand, and adopt hierarchical teaching and review, which not only makes students? Are you full? Let the students again? Eat well? Review in stages and orderly, so as to review in time.
Three. Existing problems and improvement measures
Problems in 1.
(1) Students' ability to read, examine, analyze and solve problems is relatively poor, so they lose more points in applying knowledge to solve problems.
(2) Students don't develop good inspection habits, and some students lose points because of careless copying or misreading numbers and operation symbols.
(3) their own classroom teaching, not very good to mobilize the enthusiasm and interest of students. Evaluation language is boring.
2. Improvement measures
(1) Strengthen students' mastery of basic knowledge, and use classroom teaching and classroom exercises to consolidate students' solid level of basic knowledge. In teaching, teachers should create life situations according to students' life experiences, encourage students to learn mathematics in vivid and concrete activities, and adopt game-based and story-based teaching methods to guide students to participate in mathematics learning activities.
(2) Strengthen calculation training, practice oral calculation 3 minutes before class, and give priority to calculation in homework. At the same time, cultivate students' estimation consciousness to improve their computing ability.
(3) Cultivate students' cooperative habits, create opportunities for students, leave enough time and space for cooperation and exchange, give full play to the potential of cooperation, let students dare to express their opinions and really give them the initiative to learn.
(4) Strengthen the counseling for underachievers and students with learning difficulties. Ask more questions in class, and always let them answer some simple questions first. More tutoring, more praise and less criticism after class. Try to look at the homework face to face, give timely guidance when problems are found, give timely encouragement to their little progress, cultivate their interest in learning and establish their self-confidence in learning.
(5) Strengthen the cultivation of students' ability, especially the ability of hands-on operation, and the ability to seriously analyze and solve problems, so that students can read more questions, examine questions and analyze quantitative relations.
Quality Analysis of Mathematics Test Paper in Senior Two (2) 1 Volume Two. Test paper proposition
This paper mainly tests from six parts: oral calculation, filling in the blanks, selection, drawing, drawing and solving problems. This whole test paper integrates students' knowledge from Unit 1 to Unit 4, integrates students' practical application of mathematical knowledge into the test paper, pays attention to the integration of disciplines and the examination of students' operational ability, strives to embody the basic ideas and concepts of mathematics curriculum standards, and basically does not give questions, strange questions and problems, which is closely related to students' real life, increases flexibility and examines students' real level. Let me analyze it from several aspects:
1, the richness of proposition content
I think:? One of the criteria to measure the quality of a set of test questions is to see whether the test questions cover all the main contents of the textbook and whether the students' learning situation is comprehensively investigated. ? This thesis covers a wide range, covering almost the first four units of this textbook, including seven major questions.
The first big question specifically examines students' oral arithmetic ability, including addition, subtraction, multiplication and division operations and mixed operations.
The second and third questions investigated the significance of mixed operation, comprehensive formula and division, knowledge of multiple, judgment of translation and rotation, and knowledge of angle. From simple oral calculation to post-calculation application, students' knowledge application ability is comprehensively investigated. At the same time, the last question of multiple-choice questions increased some difficulty? A pen with 9 yuan money and Xiaoming with 40 yuan money can be bought ()? Contact life to solve the problem, and the money can be left.
The fourth question examines students' hands-on operation ability, drawing angles and translating graphics. The seven questions examine students' ability to find and solve problems and so on. The examination questions well reflect the hierarchy and moderate difficulty, but also take into account the students' thinking process and methods, feelings and attitudes in answering questions.
2. The reality of proposition content
? Reality? It is the eternal theme of mathematical proposition. Because life is the source of knowledge, the mathematical problems of life and the expression of mathematical life experience? Mathematics originates from life, exists in life, is used in life and is higher than life? The idea. Therefore, the content of mathematics proposition under the new curriculum concept is also inseparable from life. The evaluation paper contains the theme of life, so that students can see the prototype of life in the paper and get in touch with the colorful real mathematical world. Just a few examples:
Example 1, the fourth item of the second big question, a right triangle has one () angle and two () angles. The selected material is a right triangle commonly used by students.
Example 2, the sixth sub-item of the second big problem is the phenomenon of translation and rotation in life.
Example 3, the fourth sub-question of the third big question, on the clock face (), the angle formed by the hour hand and the minute hand is a right angle. It's about the combination of time and angle types in life.
Example 4, the sixth question, 1, is the calculation of passenger flow on and off the bus stop sign in life.
3. Proposition? Operational capacity? cultivate
Mathematics teaching is the teaching of mathematics activities and the teaching of exploring various activities in life. Therefore, in teaching, teachers should pay attention to cultivating students' practical ability of hands-on operation. As the saying goes:? It's better to watch it once than to listen to it ten times, and it's better to watch it ten times once. ? Only in the process of hands-on operation can we cultivate students' innovative consciousness and practical ability.
For example, I can draw the fourth big question.
4. Proposition? Open? Principle.
Our education should be differentiated education, so that different students can get different development on the original basis and get good mathematics education. Therefore, students' thinking angles and problem-solving strategies are more diversified and personalized. This requires us to be moderately open when making propositions, so that students can develop in differences. This is the real orientation of the learning subject.
Open as (1).
Under the concept of curriculum reform, the presentation form of test questions has changed from simple text description to rich and diverse forms. This proposition is appropriately interspersed with picture forms, graphic forms and so on, such as the sixth and fifth questions of the fill-in-the-blank question.
(2) The openness of problem-solving strategies.
Encouraging students to adopt diversified problem-solving strategies is a major feature of mathematics curriculum standards. The diversification of problem-solving strategies is the result of students' independent exploration and thinking in the learning process. The diversification of solutions does not require every student to master a variety of problem-solving methods, but allows students to choose different methods to solve problems.
For example, the item 1 in the fifth big question, look at the picture and write the formula. The sixth problem and the fifth problem put forward the problem of division calculation.
Through the integration of the test paper, I also found many shortcomings of this test paper.
1, the test of parentheses does not appear in the oral calculation, and several such oral calculations should be interspersed.
2. Look at the pictures, they are all pure pictures. You can change the question into column calculation, and add text-based questions, so that you can examine a wider range.
3, increase the humanistic strength of the test paper, if students are encouraged, for example, the end of the test paper can be marked? You did well in the exam. Check it carefully. I believe you can do it? Words.
4. Enrich the types of problem solving and appropriately add some graphic forms to solve problems. Add some slightly more difficult additional questions to let students of different levels develop.
Quality analysis of the second volume of the second grade mathematics examination paper (3) 1. The analysis of this paper is as follows:
There are eight big questions in this exam, including what I learned in the second volume of Senior Two. The types of questions are diverse and cover a wide range, including calculation, filling in the blanks, selection, judgment, drawing, statistics and problem solving, which embodies the teaching objectives of the new curriculum and double basics. From the surface of the paper, students' handwriting is neat, writing is very serious, and the basic knowledge is relatively solid.
Second, the analysis of test questions
1. Fill in the blanks in the first big question: students' analytical ability is poor, for example, they have written four division formulas with quotient of 6, and some students have written four division formulas with divisor of 6, which shows that students have not analyzed the meaning of the problem enough. Error-prone are the seventh, third and second minor questions. Question 2: 38-19-11= □-(□ +□). Some students don't know how to start. After calculating the result on the left of the equal sign, they subtract other numbers, and they don't understand the meaning. The reason for the third problem is that students are limited to closed figures when counting angles, without considering that there are two right angles outside the figures. There are many mistakes in the seventh question. Some students didn't observe and see it clearly. They filled in the approximate figures first and reversed the position.
2, the second big question judgment: the second small question is the most wrong, followed by the fourth small question. The reason why the second question is wrong is that students are not clear about the arrangement position of 0. The fourth question is that students don't look at the calculation unit seriously. As long as students read the questions carefully, they will find the difference between grams and kilograms, but some students are too proud to understand the meaning of the questions.
3. The choice of the third big question: In the sixth small question of this topic, very few students mistook more than 400 in brackets because they didn't see the requirements of the topic clearly, and the fourth small question was to find the approximate number. A small number of students don't understand the questions, so the score rate is low.
4. The fourth big question, Computing Heaven: The oral calculation part is the simplest two-step calculation in the mixed operation of addition, subtraction, multiplication and division, which tests the students' oral calculation ability. Among them, 565,438+0-(265,438+0-65,438+05) is the most common mistake made by students, and the arithmetic in brackets can only be recited, but not applied; Using vertical calculation is the most basic knowledge. Students have trained more in this part and mastered it better. When there is a big gap under the usual exercise formula, they use vertical calculation to help students develop the ability of independent reading, independent doing and independent thinking. Some careless students misread the addition and subtraction symbols, and some misread the numbers, resulting in wrong answers.
In the combination formula of the fifth big question, the third small question is more wrong: 80+ 18=98, 100-98=2. When talking about this part of the content, the students mastered it very well, but they didn't use brackets in the exam and didn't know how to start.
The sixth question is to test students' ability to use formulas. Only a few students don't look at the questions at all when they do it, thinking that it is accompanied by a formula. The rest of the students did well.
The seventh question is drawing: this question examines students' observation and hands-on operation ability. Students answer questions and translate pictures ideally. Up, down? A few students make mistakes when counting squares. A few students still don't have a good grasp of the method, that is, they don't strictly follow the steps required by the teacher. Students draw obtuse angles and acute angles well, and no one makes mistakes.
The eighth problem is to solve the problem: this proposition endows the exercises in some textbooks with realistic themes and becomes a tradition? Mathematics in books? For what? Middle school mathematics in life? Let students feel the significance and role of book knowledge learning in solving practical problems and realize the wide application value of mathematics. For example, in the third sub-question of the eighth question, there is a 7-story residential building with 8 households on each floor, and 12 households are unoccupied. How many families have you lived in? This problem is directly related to life, including two steps. A few students only wrote one step and didn't understand the meaning of the question. 1 There are a few students who can't pass the calculation, master the method well and get a high score. The students in the second question are influenced by the pictures. 8=24, I don't understand. The age of the fourth question, although many such questions have been done, there are still a few students who simply don't understand the meaning of the question. Fifth, students will look at statistical charts. Proposition design is good at excavating potential factors in basic knowledge, requiring more people to like dancing than (). Students can fill in the correct answers only by reading the meaning of the questions correctly, analyzing the required questions and finding the information they can use from the charts, which is conducive to examining students' statistical information and information processing ability. The problem is that only a few people will make mistakes. The reason is that the foundation is too poor, I can't read the questions and I can't read the pictures.
Three. Achievements and experience
1, good study habits.
Judging from the examination papers of the whole grade, 90% of the handwriting is neat, standardized and beautiful, and there is no scribbling phenomenon, which shows that most students have good daily writing habits and serious attitudes, which lays a foundation and provides guarantee for future study. However, it cannot be ruled out that individual students have scrawled handwriting.
2. Students have strong computing ability. Oral calculation and written calculation are the focus of second grade study, and they are also the simplest and most error-prone contents that students think. 90% of the students got full marks in the oral and written calculation of the test paper design, which shows that the teacher's teaching and training are solid and the students' classroom exercises are of good quality and quantity.
3. Students' ability to analyze and solve problems has been greatly improved. Students with multiple-choice questions and true-false questions have learned to analyze first and then solve them with examples. Application problems can be closely linked with life, and the knowledge learned can be applied to real life.
Fourth, the existing problems and reasons:
(1) Students' ability to read, check, analyze and solve problems needs to be improved. Therefore, applying knowledge to solve problems loses a lot of points.
(2) Students don't develop good inspection habits, and some students lose points because of careless copying or misreading numbers and operation symbols.
(3) Classroom teaching is boring, and the evaluation language is boring, which does not arouse students' learning enthusiasm and interest.
(4) Students' thinking is seriously influenced by stereotypes.
Specifically, the answers to relatively simple questions similar to the examples and relatively unfamiliar questions are not ideal, such as (3)(4) in the fill-in-the-blank questions and (2)(3) in the problem-solving questions, which cannot be carefully analyzed.