Analysis of the Mid-term Exam of Junior One Mathematics

1, which is seriously polarized.

2. Poor basic knowledge. We found that the differences of some students' basic knowledge were unbelievable in marking papers.

3. The concept understanding is not in place.

4. Insufficient adaptability.

5, the ability to examine questions is not strong, and the understanding of the meaning of the questions is wrong.

Mid-term examination measures of junior one mathematics

1, strengthen the outline consciousness and pay attention to the "three basics" teaching.

We propose to strengthen the teaching of basic knowledge, strengthen the teaching and training of students' "three basics", and enable students to master the necessary basic knowledge, skills and methods.

Make students' mathematical language expression standardized, accurate and in place; It is necessary to strengthen the teaching of operation ability, let students understand the operation theory and choose simple and reasonable algorithms to improve the speed and accuracy of operation; To teach according to the syllabus, teach well the first time. You must never engage in difficult training without textbooks, and you must not arbitrarily increase your knowledge outside the syllabus.

Teaching should be based on understanding the knowledge learned, so that students can truly form a good cognitive structure and knowledge network, consolidate the foundation of junior high school mathematics, and comprehensively improve students' mathematical quality.

2. Strengthen comprehensive awareness and makeup work.

The statistics of mathematics in this exam further show that there are many difficulties in mathematics. How to make these students "get rid of poverty" as soon as possible and get rid of the single-digit dilemma of the senior high school entrance examination, so as to adapt to the further study and the current information age, is an important research topic for every junior high school mathematics educator.

Pay attention to cultivating outstanding students and pay more attention to making up the difference. In classroom teaching, we should choose good teaching content and reasonably determine the starting point and process of teaching according to the learning situation of our class. After class, we should give more "small stoves" to students with learning difficulties, show warm concern for each underachiever, let them catch up with other students as soon as possible, and promote the progress and development of all students.

3. Strengthen the process consciousness and expose the thinking process.

Mathematics teaching activities must be based on students' cognitive development level and existing knowledge and experience. In mathematics teaching, we should consciously choose some typical examples and exercises for thinking training. Stimulate students' enthusiasm for learning and provide them with opportunities to fully engage in mathematics activities.

Expose the process of students concretizing and visualizing abstract mathematical problems; Let students talk more about solving problems and strategies, and expose students' thinking process of solving mathematical problems; The regular training of mathematical language exposes the process of students' decomposition and simplification of complex mathematical language; It is necessary to expose the students' comparison and reflection process of various solutions to mathematical problems through the training of multiple solutions to one problem and changeable problems.

Let students truly understand and master basic mathematical knowledge and skills, mathematical ideas and methods in the process of independent exploration and cooperation and exchange, and gain rich experience in mathematical activities.

4. In teaching, students' learning process should be emphasized and their analytical ability should be cultivated.

In normal teaching, teachers should provide students with learning materials as much as possible to create opportunities for autonomous learning. Especially in the teaching of application problems, we should fully display students' thinking, analyze problems by ourselves, design problem-solving strategies, and do more training such as analysis and compilation, so that some students can change from "fear" to love application problems.

5. Do more exercises to effectively cultivate and improve students' computing ability.

There may be nothing wrong with asking students to say the math questions, but sometimes they do the questions by their own intuition, unreasonable and without thinking about the reasons. This can be clearly reflected in the test paper. Students' ability to eliminate computational interference.

6. Pay attention to the process and guide exploration and innovation.

Mathematics teaching should not only enable students to acquire basic knowledge and skills, but also focus on guiding students to explore independently and cultivating students' ability to consciously discover new knowledge and laws. This will not only enable students to have a deep understanding of knowledge, but also enable students to learn the scientific methods of exploration in the process of exploration. Let the students know not only what it is, but also why.