Model essay on the quality analysis report of the final exam of the second grade mathematics subject.
1. Test paper structure: fill-in-the-blank questions, multiple-choice questions, calculation questions, application questions, proof questions and other questions. The scores of each question are 18, 30, 5, 10, 6, 3 1 respectively.
2. Test paper content: inequality group solution, three views, right triangle related knowledge, median, mode and variance apply inequality group to solve practical problems, mainly including: basic knowledge and basic skills; Mathematical activity process; Mathematical thinking; Problem solving ability, etc.
3. The difficulty structure of the whole paper is as follows: easy questions, intermediate questions and slightly difficult questions are about 7 1, 20, 9.
Through the analysis of the examination papers of junior two students, the statistics are as follows (54 students):
Note: 1,? Pass rate? Refers to the proportion of candidates with 60 points or above in the total number of candidates.
2、? Excellent rate 1? Refers to the proportion of candidates with 80 points or above in the total number of candidates.
3、? Excellent rate 2? Refers to the proportion of candidates with 90 points or above in the total number of candidates.
Second, the characteristics of the test paper
Generally speaking, the examination paper is very clear and concise, grasping the gradual process from simple to slightly difficult, not only taking care of the poor students, but also selecting the top students from the poor students, killing two birds with one stone. It is very reasonable to only pay attention to students' analytical ability in the process of solving problems and not make a fuss in the process of operation.
1. Pay attention to the examination of basic points of mathematics. For example 1? 10,11,12,13,14,17,18,21. 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? 、? Proof ability? 、? Applied knowledge of computing power? The formation of. Such as 1, 2, 3, 5, 6, 10, 14, 15, 2 1, 25, 26, which not only increases the affinity of the test paper, but also stimulates the students' desire to solve problems to a certain extent, reflecting.
2. Reflect the examination of mathematical thinking. For example, the fourth question is whether the existing plane graphics can be folded into cube types by choosing spatial imagination, and the ninth question is whether students consider the problem carefully and whether there is a strict problem-solving process; 15 questions to check whether the interdisciplinary is in place, the principle of plane mirror imaging in science is well connected with the translation transformation of plane coordinate points, which is in line with the teaching under the new curriculum concept; Question 19 examines students' spatial imagination ability and draws three views with three-dimensional graphics; Question 23(3) is a question for students to discuss independently, to cultivate students' thinking ability and to prove whether their thinking is reasonable. These questions create opportunities and space for candidates to explore and think, reflect the examination of mathematics essence, and help to promote the overall improvement of students' mathematical thinking, mathematical concepts and mathematical literacy.
4. Pay attention to the inner connection of mathematical knowledge and put forward propositions at the intersection of mathematical knowledge. The examination questions reflect the idea of ability, take the knowledge specified in the curriculum standard as the carrier, and pay equal attention to both knowledge and ability. For example, 19 comprehensively examines isosceles trapezoid and right triangle. These questions not only examine important basic knowledge, but also examine students' reading comprehension, observation, analysis, induction and comprehensive application of knowledge to solve problems, and examine the flexibility and rigor of students' thinking.
Third, the answer situation
1. Multiple choice questions. The main mistake in question 9 is to choose B or C, ignoring that both meet the requirements, from which we can see that students are not careful enough in answering questions. 10 has the most errors. The same question is tested in another way, and many students can't start, which shows that students usually don't know enough about the questions, and they are caught off guard when they encounter questions they have never seen before.
2. Fill in the blanks. 15 this question examines the translation transformation knowledge points of plane coordinate points;
The main reason why 16 is wrong is that students are not careful enough in reviewing the questions. Some students only meet one condition, and some students take care of both conditions, but the direction is wrong, which is very regrettable.
Fourth, teaching suggestions
1. Learn the curriculum standards and guide the teaching work with the new curriculum concept.
Usually, we should study the mathematics curriculum standards and put the teaching ideas advocated by the mathematics curriculum standards into our own teaching. Usually, we should pay attention to avoid adopting a simple teaching and training mode at the expense of students' physical and mental health. Otherwise, not only will the expected teaching effect not be achieved, but it will be counterproductive. In the review stage, teachers should make an effective review plan, allocate teaching time reasonably, highlight key points, and resolutely stop reviewing the deleted contents according to the actual situation of students' mathematics learning, and after understanding the idea of curriculum standards, combined with the Notes of Mathematics Examination in Senior High School Entrance Examination. In this way, the whole review teaching can be more effective because it conforms to the new proposition direction.
2. Grasp the foundation and do a good job in teaching the core content.
The foundation of students is always the premise of students' development and the premise of students' ability improvement. Therefore, any behavior that ignores students' mathematical foundation is not worth advocating and must be overcome. This is especially true in the new curriculum, and any view that the new curriculum ignores the foundation of mathematics is wrong. The new curriculum emphasizes students' development in mathematics and the mathematical foundation on which students' development in mathematics depends. Therefore, it is necessary to strengthen students? Miki? Teaching and training enable students to master the necessary basic knowledge, skills and methods. In the teaching process of concepts, basic theorems, basic laws and properties, we should strengthen the teaching of knowledge generation process so that students can deepen their understanding of basic knowledge; It is necessary to strengthen the training of students' mathematical language, so that students' mathematical language expression is 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. Most of the questions in this year's senior high school entrance examination are from textbooks, and some are even adapted from examples in textbooks. 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.
In the review stage, teachers should not arbitrarily expand their knowledge and increase the difficulty of reviewing questions. They should grasp the foundation, grasp the essence and attach importance to mathematical thinking methods to ensure good teaching results.
3. Take students as the main body and pay attention to the improvement of ability.
Taking students as the main body is the fundamental guarantee to obtain good teaching effect. Any hasty teaching behavior beyond the characteristics of students' development age is inappropriate. Any arrangement that replaces students' study is inappropriate. Any practice that takes too many imitation exercises as the main mode and deprives students of their own thinking and activities to improve their academic performance is not worth advocating. The development of students, the mastery of knowledge, the accumulation of experience and even the improvement of the ability to solve problems and answer questions must be based on students' personal practice. Is teaching just a student's role or change? Catalyst? . In the usual teaching, we should pay attention to cultivating students' personality development and cultivate their innovative consciousness and spirit.
In reviewing teaching, teachers should pay attention to giving students more space and free time, so that students can arrange some studies and activities according to their own situation. This can not only reduce the burden on teachers and students, but also arouse students' learning enthusiasm, so that students can actively explore, accumulate experience and improve their ability in autonomous learning, thus achieving the purpose of improving teaching effect.
4. Pay attention to the application teaching of mathematics combined with practice.
Mathematics teaching should be carried out in connection with students' reality and the development of national and local society, and the selected teaching materials should have the characteristics of the times and local areas to cultivate students' application consciousness. On the one hand, students should actively contact the practical problems around them to learn mathematics, on the other hand, they should consciously use their own mathematical knowledge to solve their own problems, and analyze and deal with some problems with mathematical thinking methods, so as to cultivate and develop their own consciousness and ability to use mathematics and really improve their mathematical literacy. Nine-year compulsory education "Junior High School Mathematics Syllabus" clearly points out that it can solve mathematical problems with practical significance and related disciplines, as well as practical problems in production and daily life; Be able to use mathematical language to express problems, communicate and form the consciousness of using mathematics. The examination paper examines students' ability to analyze and solve simple practical problems by using mathematical knowledge from many angles. Some students' understanding of common terms exposed in the examination paper is exactly what our teaching needs to strengthen and improve. We should educate students that mathematics comes from practice and in turn acts on practice. It is necessary to guide students to pay more attention to observing social life and production practice, constantly enrich social practical experience and flexibly solve practical application problems.
In review teaching, we can classify some daily mathematical application problems and sort out the mathematical knowledge, skills and thinking methods involved, so as to optimize students' mathematical cognitive structure and further improve their ability to solve unfamiliar practical problems.
5. Organize practical teaching according to the requirements of curriculum standards.
In mathematics teaching, we should consciously choose some typical examples and exercises for thinking training. Stimulate students' enthusiasm for learning, provide students with opportunities to fully engage in mathematical activities, and 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. Practice teaching is not only a means to consolidate students' learning achievements, but also a means to promote students' development. In order to cultivate and develop students' ability and personality and stimulate students' interest in learning, teachers should provide some exercises that are beneficial to students' self-development, such as designing some thoughtful, challenging and practical questions in the form of open questions, inquiry questions, operation questions and reading comprehension questions, as the topics of practical teaching at ordinary times. At any time, practical teaching should deal with the relationship between students' independent practice and students' cooperative practice, and cultivate students' ability to solve problems independently through students' cooperative practice.
6. Teaching should be geared to all students, and learning should be proactive.
At present, in some teachers' mathematics teaching (especially in exam review), there are some methods to catch excellent students and ignore or even get rid of difficult students to varying degrees. This practice does not conform to the new curriculum concept, but also damages the fairness of education and should be stopped. In normal teaching, teachers must face all students and strive to achieve the teaching goal of allowing students of different levels to develop in different degrees. 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. Should students with learning difficulties be given more classes? Small stove? Enthusiastic care for each underachiever, let them catch up with other students as soon as possible, and promote the progress and development of all students. Teachers should actively guide students to make their own study plans, actively use their brains, explore boldly, discuss and communicate, especially when encountering difficulties, try to overcome them first, and ask for advice in time when they can't solve them, so as to ensure that students can successfully achieve their learning goals.
In addition, judging from the candidates' answers this year, the confusion of reasoning is a common problem for candidates. The requirement of deductive reasoning in the new curriculum standard has decreased, but it does not mean that it is not required. Geometric demonstration is an important method to cultivate students' logical thinking ability. I hope the teacher will strengthen the teaching in this area appropriately, but don't do off-topic and complicated questions moderately.