A: The final exam of the first semester is over. On the surface, students have done well, but it also reflects some problems. In order to improve the teaching effect, the analysis of test papers is as follows: 1. Analysis of test scores: 32 students in this class all took the test, with a total score of 2,846, with an average of 88.94. There were 27 excellent students, with an excellent rate of 84% and 3 1 student, with a passing rate of 97%. This test is satisfactory, but there are still some shortcomings. Second, the structure and characteristics of the test questions. I. Main score 1. Students' examination papers are clear, their writing is serious and correct, and the correct rate is high. There are 15% students who get full marks, and the pass rate and excellent rate are quite high, and they have achieved satisfactory results. The first problem is that it is relatively simple to write numbers directly. Because the training of students in this field is strengthened at ordinary times, most students can calculate accurately and lose few points. The first small problem of the second fill-in-the-blank question is to fill in the numbers by looking at the diagram of the calculator. The question is clear and simple, and students can understand at a glance that most students are right. The sixth question is to investigate the situation of students using the method of making up ten to calculate problems. Because students are usually trained in this field, students do better. The eighth question consists of two addition questions. It is easier for students to do this kind of problems and the correct rate is higher. Most students are serious and have enough time to answer questions. Second, the analysis of the reasons for students' losing points. 1. Some students have bad study habits and serious carelessness. For some very simple calculations, many students lose points because they misread the addition and subtraction signs. For some very simple questions, some students make mistakes because they lack the habit of examining questions. It can be seen that good study habits are the guarantee of students' success in learning. 2. The second sub-question of the second big question is to calculate first, and then compare the sizes of the numbers. The problem is a little more difficult and there are more mistakes. This is mainly because some students have poor ability. 3. The third question is to circle different kinds. Because the pictures given are small and unclear, students can't see them clearly, and there are many mistakes in the circle. The fourth problem is to count how many cuboids, cubes, cylinders and spheres there are in the graph. Many students counted the cuboids wrong. This is because students are not big and thin desktops, and their observation ability needs to be cultivated. 5. The second and third questions in the ninth question are not printed clearly, so students can't see clearly how many ants and people there are. If the number is wrong, the formula is wrong. V. Improvement measures (1) Improve the quality of classroom teaching 1. Preparing lessons well is the premise of a good class. Study teaching materials, analyze, study and discuss teaching materials, and accurately grasp teaching materials. Improve their own teaching quality. In order to achieve the ideal classroom teaching effect, teachers should not only prepare lessons well, but also have a variety of classroom teaching arts. Including the art of organizing teaching, inspiring and guiding, cooperation and communication, praise and encouragement, language, writing on the blackboard, practicing design and dynamic regulation, etc. 2. Create vivid and concrete situations. According to the age and thinking characteristics of junior one students, make full use of students' life experience, design vivid, interesting and intuitive mathematics teaching activities, stimulate students' interest in learning, and let students understand and know mathematics knowledge in vivid and concrete situations. 3. Pay attention to the process of knowledge acquisition. The study of any new knowledge should strive to make students fully aware of it through operation, practice, exploration and other activities in the first teaching, and acquire knowledge and form ability in the process of experiencing and understanding the generation and formation of knowledge. Only in this way can they truly acquire their own "flexible" knowledge and reach the level of flexible application. 4. Insist on writing teaching reflection seriously. Self-reflection is the only way for teachers' professional growth. Mathematics teachers should often reflect on their own gains and losses in teaching, analyze the reasons for failure, seek improvement measures and countermeasures, sum up successful experiences, and write teaching cases and experience papers, so as to improve their classroom teaching quality and level more quickly. (2) Strengthen the cultivation of study habits and strategies. The teaching content of the new textbook is more demanding and flexible than the previous textbook, and it is impossible to solve the problem only by a lot of mechanical repeated training. On the one hand, teachers should carefully select and write flexible targeted exercises, developmental exercises and comprehensive exercises, and consciously guide students to collect information, process information, analyze and solve problems, so as to cultivate students' good learning methods and habits. Such as: the habit of independent thinking, the habit of reading and examining questions carefully, etc. (3) Pay attention to the disadvantaged groups among students. How to make up for the mistakes of underachievers is a realistic problem that every math teacher urgently needs to solve. Teachers should do the following work from the perspective of "people-oriented": adhere to the combination of "reinforcing the heart" and making up lessons, communicate with students more, and eliminate students' psychological obstacles; Help them form good study habits; Strengthen method guidance; Strictly require students to start with the most basic knowledge; According to students' differences, hierarchical teaching is carried out; Strive to maximize the development of each student on the original basis.