1. Analysis of the Mathematics Mid-term Examination Paper of Grade Two in Primary School
I. Basic information A total of 1, 2 1 people participated in the final exam, with a passing rate of 97.52%, of which 64 were excellent students, accounting for 52.89%, with a total score of 1.0537 and an average score of 87.08.
Second, the surface analysis
There are six major problems in this paper: 1. I can fill it out; Second, I will judge; Third, I am a small expert in calculation; Fourth, the operation questions; 5. Write down the time on the clock face; Sixth, solve the problem. All kinds of questions pay attention to the training of basic knowledge, and the whole paper embodies the concept of "mathematics is born", allowing students to solve various mathematical problems in life with their mathematical knowledge. The scope of the test paper should be said to be very comprehensive and moderately difficult, which can truly reflect students' actual mathematical knowledge.
Third, the analysis of students' answers.
1, the overall situation of students' answers
In the process of counting students' grades, our mood can be said to be "mixed feelings". Most students have a solid basic knowledge and a good learning effect, especially in the calculation part, which is connected with the corresponding time to solve problems, and this part loses less points. At the same time, students' answers also reflect the problems existing in teaching. How to make our education and teaching on a benign track should be paid attention to. How to cultivate and help outstanding students and how to strengthen class management. 1
In the future education and teaching work, we should pay full attention to the construction of study style. Combined with the analysis of test papers, students' common types of mistakes mainly include the following:
First, bad habits make mistakes. In the process of answering questions, students think that the questions are simple, which leads to carelessness, misreading, addition and subtraction, and so on.
Second, the examination of the questions is not serious, resulting in mistakes. In the process of answering questions, students have great problems in examining questions. Some questions require students to concentrate on finding problems when examining them, but students often ignore them.
2. Analysis of typical problems
(1) I can fill in carefully: students have a good grasp of the composition of logarithms and numbers, but when writing 17, the unit is 7, which means 7 1, and the decimal number is 1, which means 1 0. There are many mistakes. Students lose more points in finding the law.
(2) Calculation: well mastered. Only a few students accidentally lost points, and some even missed the question.
(3) Look at the figure column calculation, some students can't see the figure, some miscalculate the number and lose points. There are also a few students who lose points because of calculation errors.
(4) Some students didn't analyze the four questions carefully. Xiaohong has five people in front and three in the back. How many people are there in their team? There are many mistakes.
Fourth, the existing problems
According to the above analysis, the main problems are:
1, students' overall awareness and habits of observing the topic are not enough, and they are not sensitive to the characteristics of the topic.
2. I didn't look at the questions carefully, and all the mistakes happened.
3. I know the answer in solving the problem, but I miss the formula. Some students are not clear about the exam.
Five, the future teaching improvement measures
Through the analysis of the teaching situation of this examination, we should do the following work in the future teaching and evaluation process:
1, increase the training of questions and strengthen the training of students' oral and written skills.
There will be more novel and diverse topics for students to practice in the future.
3. Cultivate their ability to analyze problems and choose calculation methods.
4. Cultivate their good habit of doing problems seriously.
5. Cultivate students' observation ability, develop the concept of space, and make students happy to communicate and learn the good habit of listening.
6. Actively do a good job in training students after class, make up lessons for students in time, find out their bright spots, establish their self-confidence, and let them catch up with students with good academic performance as soon as possible.
2. Analysis of the Mid-term Examination Paper of Grade Two Mathematics in Primary School
First, the test analysis 1, this test is based on the "Mathematics Curriculum Standards" and closely follows the textbook. There are no questions that are off topic, strange questions and rote memorization.
2. Pay attention to the examination of basic knowledge and the ability to understand, analyze and solve problems, reflect the unity of knowledge and ability, pay attention to the examination of basic mathematical thinking methods and logical thinking ability, and appropriately reflect the examination of "emotion, attitude and values".
3. The difficulty and weight of the test questions are appropriate, with wide range, large quantity and moderate difficulty.
4. The types of test questions are flexible and diverse, and students can be examined from multiple angles.
Second, the examination situation analysis
The test paper is not difficult, involving some basic questions, so the pass rate is high, but at the same time, the situation of losing points in basic questions still exists, and the excellent rate is not very high. The problem in the exam is that students don't read, answer and check the questions carefully.
Except for a few students, the accuracy of the first three questions of other students is relatively high.
The fourth problem is the calculation of off-design conditions. The score rate of this question is high, a few students are not clear about the calculation order of mixed operation, and the cultivation of careful calculation habits is not in place.
The main mistake in the fifth question of drawing is the translation of graphics. Many students only translate one step, or separate two steps that are connected together. The reason is that they don't understand the meaning of the question and the function of the conjunction "in".
Except for a few students with learning difficulties, there are fewer calculation errors in the formula of the sixth question.
The seventh problem is to solve the problem. Some students lose points seriously, and the main problem is that they don't understand the meaning of the question. To understand the meaning of questions, the key is to let students learn to read questions and analyze them. These are all slowly trained in the usual teaching.
Therefore, in the future teaching, we should strengthen the teaching of calculating and solving problems, focusing on how to analyze mathematical information and problems and how to find out the quantitative relationship.
Third, there are problems.
1. The teacher stressed that the cultivation of students' habit of doing problems is not in place. Resulting in calculation error.
2. There is little language training and thinking training for students. Some students can't judge papers, they can't judge papers clearly, and their mathematical thinking is not active.
Fourth, improvement measures and efforts
1. Work hard in the classroom, study the teaching materials and curriculum standards carefully, grasp the important and difficult points in each class, and guide students to firmly grasp the knowledge.
2. Cultivate students' good study habits, including listening carefully in class, thinking actively, finishing homework on time and checking homework.
3. Carefully guide students to read application problems, find out the known conditions and problems in the problems, and teach students how to think and solve problems. Gradually cultivate students' ability to solve practical problems, and cultivate students' ability to do calculations with high precision.
4. Design all kinds of exercises around knowledge points, guide students to answer and cultivate the adaptability and flexibility of students' thinking.
5. Strengthen the guidance of underachievers, encourage them more, establish self-confidence in learning, and gradually improve their study.
6, the good unit inspection, timely leak detection, make up for the shortage.
3. Analysis of the Mid-term Examination Paper of Grade Two Mathematics in Primary School
First, the paper evaluation 1, question structure
The total score of this examination is 100, and the examination time is 50 minutes. * * * set nine questions. The first question is fill in the blanks, accounting for 20%, the second is calculation, accounting for 20%, the third is judgment, accounting for 5%, the fourth is multiple choice, accounting for 10%, and the fifth is "+","-",× "and ÷".
2. The characteristics of the test questions
Judging from the examination paper, the examination involves a wide range of knowledge and various types. At the same time, it is closely related to textbooks and close to life. It not only examines students' mastery of basic knowledge, but also examines students' practical application, calculation, thinking and problem-solving ability, which not only takes into account the level of students at all levels, but also focuses on it. This test paper pays special attention to the detection of basic knowledge and students' comprehensive ability to use knowledge. Generally speaking, the test questions are relatively simple, and students have basically mastered the knowledge points they have tested.
Second, the answer sheet analysis
Now from the aspects of learning ability, memory and imagination, a brief analysis of this test is as follows:
1, distribution of three ability types
(1) The topics that belong to memory are the first question 1 and 6, and the second question 1. These topics mainly examine students' memory of formulas and related knowledge of right angles, acute angles and obtuse angles.
(2) The imaginary topics include the first topic 2, 3, 4 and 5, the second topic 2, the fourth topic 3 and 5, the fifth topic 6, the seventh topic 1 and the eighth topic 2 and 3. These topics are similar to those in the textbook, but some data have been changed, mainly focusing on the average score, the quotient of multiplication formula, the transformation of graphics and the related knowledge of solving problems.
(3) The topic of' learning ability' has the third major topic, the fourth major topic 1, 2,4, the seventh major topic 2 minor topic, the eighth major topic 1 minor topic, and the ninth major topic. This paper mainly investigates the application of the learned knowledge in text narrative judgment and the transformation of knowledge into practical application.
2. Existing problems and improvement measures
(1) The students did well in the memory test. Most of them are familiar with formulas, such as right angle, acute angle and obtuse angle, so it is not difficult to beat them in this kind of exam. However, there are still a few students who can't remember the concept of diagonal and confuse the concepts of acute angle and obtuse angle, so there is an error that "obtuse angle is less than acute angle" when filling in the blanks; Of course, a few students can't remember the formula, which leads to calculation errors, such as 63÷9=4. There are still some people who are not careful enough in the exam and regard "54+6" as "54÷6". In the future teaching, we should strengthen the understanding of various mathematical concepts and the recitation training of formulas, and use the time of reading in the morning, before class or returning to school in the afternoon to let students read and recite repeatedly, so that students can really understand their meanings and use them.
(2) About imagination, in this exam, the subject of imagination is still ideal. Most students just have a good grasp of the textbook and can quickly find the answers to similar questions according to the existing knowledge. For example, the average score, two-step calculation, translation and rotation, problem solving and other topics, there are already many similar topics in the book, students practice more, and naturally learn the methods. So in this exam, many students can write the answers to these questions quickly, accurately and without hesitation. However, a few students didn't master the solution of "one number is several times the other number", so about 20% students lost points in the fourth fill-in-the-blank question and problem solving, and many students didn't answer in the problem solving. In addition, some students' computing ability and examination ability need to be improved, such as 6×5- 15, 48÷8+34, etc. And there are many people who have miscalculated. And fill in "+"-"×" and \ \ "in the fifth question. The reason for the mistake is that you didn't see the figures clearly, and carelessness led to the loss of points. Sixth question, the triangle is translated 5 squares to the right, and 8 people lose points because it is translated 9 squares or the lines are not drawn.
For students who make such mistakes, I should strengthen training in the future teaching, so that students can understand and use mathematical knowledge flexibly to solve problems. At the same time, we should practice more and strengthen the training of students' computing ability in various forms; In the teaching of calculation problems, students should understand calculation thoroughly. It is also necessary to teach students the ability to solve problems, focus on guiding students how to analyze problems, and cultivate students' good habits of reading and examining questions carefully.
(3) The topic of learning ability accounts for a large proportion in this exam, and students' performance in this kind of topic is slightly worse than the first two kinds of questions. Especially for the judgment questions, the second question "Divider is 6, Divider is 54, and Quotient is 9" and the fifth question "8+22=3054-30=24" has 10 people making mistakes. Question 2 of the seventh big question, "What is 33 plus 17 minus 10?" Four people regard "17" as "7". The eighth question, 1, is a picture, and few people can't read it. Finally, the ninth question drew an acute angle and an obtuse angle, and the students basically mastered the drawing method, but a few students did not draw with a ruler or triangle, and the sides were not straight. Another student drew two right angles.
In view of this situation, I should pay special attention to the transfer of knowledge in future teaching, teach students the method of analyzing the purpose of problems, let them know how to be flexible, use what they have learned flexibly to solve problems, and cultivate their analytical, reasoning and logical abilities. Usually, the design of exercises is more training to distract students' thinking. In addition, it is necessary to strengthen the guidance of underachievers and make the whole class develop in a balanced way.
Looking at this test, we can see that students' memory is still relatively good, which is obviously improved compared with last semester; My imagination is good, too, which has improved compared with last semester. Many students will also do problems similar to those in textbooks.
4. Analysis of the Mid-term Examination Paper of Grade Two Mathematics in Primary School
First, the analysis of the question type, the difficulty of the question type and the answer. The topic of this exam is to write directly, fill in the blanks, choose and complete as required, which is difficult to some extent, but other topics are not difficult.
I analyzed and summarized the students' answers in this mid-term exam, and found that students have a good grasp of direct writing numbers, their understanding of calculation methods is in place, and their calculation skills are basically formed. It is reflected in the high score rate of the first question "Calculation". However, there are several obvious weaknesses that have aroused our thinking, mainly as follows:
The first question "directly calculate the number of words written", the loss of points is mainly due to the careless calculation of individual students.
The third big question "choice", the most points lost are the first, second and third minor questions. Some students don't understand the concept of division and several concepts.
The fourth big question, "Finish as required", has the most mistakes, because students divide pentagons and hexagons into two quadrilaterals with a line, and the second small question students don't know that the four sides of a square are equal, which leads to eight centimeters of ignorance. The average line segment on each side is several centimeters.
There are also some problems in the fifth question "Solving Problems". Fourth, most students make mistakes, mainly for two or more calculation questions. Very few students don't understand the meaning of the questions thoroughly enough, and the analysis is not in place, which leads to mistakes.
Second, the drawbacks of classroom teaching
1, students' comprehensive application ability is weak.
From the students' answers, it is found that students' ability to comprehensively use knowledge, flexibly and reasonably choose and apply relevant mathematical methods to solve problems is not optimistic. The ability to analyze problems from different angles, use various strategies to solve problems, clearly express the process of solving problems in mathematical language, verify and explain the rationality of results according to the initial problem situation, and reflect on the process of solving problems needs to be improved.
2. Math study habits are not fully developed.
(1) Slightly complicated data and words will have a certain influence on some students with weak ability or poor habits. Pay attention to one thing and lose sight of another when calculating, and don't understand the clue when facing a lot of information.
(2) We can't patiently interpret the original materials, situations and information provided in the question, comprehensively observe and choose useful information to help solve the problem. Reflecting on our usual teaching, we find that emphasizing the connection between mathematics and life often pays more attention when introducing new courses. In fact, every math problem does not exist in isolation, but is extracted from the life situation. It is worth thinking whether to let students simply face the problem of ideal state and apply formulas and methods without thinking, or to use complex situations throughout the whole process of mathematics learning to effectively improve students' ability to solve problems flexibly.
(3) There are simple calculation errors, wrong numbers and missing questions in the test paper, which are commonly known as low-level errors. It can be seen that the non-intellectual factors that usually affect the learning effect, such as homework habits, reading habits, verification habits, etc., can not be controlled just by taking exams, but need the consistent attention of math teachers, gradual cultivation and persistent monitoring.
Third, the future teaching strategy:
1, pay attention to cultivating listening awareness and reading awareness, and improve students' sensitivity and application ability to information.
Classroom learning methods and habits directly affect students' homework methods and results. Therefore, improving students' understanding of the meaning of the question is not only a matter of the moment of examination, but also must be implemented in every class and every process of solving specific problems in daily classroom teaching.
When faced with a problem, we should first help students find out what they really want me to do and cultivate a good awareness of the problem. Secondly, it is necessary to further help students ask themselves "what should I do", cultivate a good sense of policy-seeking, and search for their own relevant knowledge; Finally, we should guide the choice of "which method is good" and cultivate the awareness of methodology. However, it is not enough to instill these three steps as problem-solving steps, which is a kind of thinking habit. It should always run through the newly taught activities, and help children choose reasonable methods according to the structure and information of the topic to improve the correct rate of solving problems, which should also be the focus of training in practice.
2. Pay attention to the authenticity and regularity of creating problem situations, and improve students' awareness of problem-solving strategies.
Mathematics is a kind of human culture, and its contents, ideas and methods are an indispensable part of life. How to apply the learned mathematical knowledge and concepts to real life is a problem that we should pay attention to in teaching.
In the past, we have done more and better in realizing the communication between books and life and refining methods in solving practical problems. What needs to be strengthened is to communicate the connection between books and life in practical design. Reduce boring exercises to practice, increase the authenticity and contextualization of problems, so that students can not only consolidate abstract mathematical knowledge, but also have a deeper mathematical analysis and understanding of life in the process of solving practical problems.
We should pay attention to teaching students how to simplify and mathematize complex problems. Make students good at extracting the essence of problems from complex problem situations, such as the basic structure and quantitative relationship of application problems. Only by establishing strategic awareness can we avoid blind people touching the elephant, find the breakthrough point and solve the problem effectively.
3. Pay attention to the cultivation of good mathematics emotion and attitude, and improve students' self-knowledge and self-improvement ability.
In addition to stimulating, encouraging and discovering students' strengths and enhancing their interest, we should also strengthen the education of students' sense of responsibility and reduce the phenomenon of "taking answers" in learning and "rough estimation" in practice. In the process of classroom learning, students are required to "justify" their answers and cultivate the order and rigor of thinking. In the process of homework, we put forward consistent requirements for cleaning points, requiring students to write every number carefully and start homework.
I look forward to improving students' ability through my own efforts.
5. Analysis of the Mid-term Examination Paper of Grade Two Mathematics in Primary School
First, the overall analysis of the examination situation: this mid-term examination, from the performance situation, is not optimistic, the polarization between students is obvious. The excellent rate is not high, and the average score shows a downward trend. Almost every class has students who fail. Judging from the types of test papers, there are calculation, selection, drawing and problem solving. There are many kinds of problems. Mainly to sort out the knowledge learned before, from the difficulty level, on the basis of highlighting the basic knowledge and skills, some are high. Mainly manifested in: the mid-term exam questions are flexible and changeable, and errors increase. This puts higher demands on students. Students are required to carefully examine questions, carefully examine questions, and flexibly analyze and solve problems. Second, analysis of typical wrong questions
1. Fill in the blanks and draw: add four 5 (? )。 6 plus 6 gets (? )。
Some students always confuse adding a few words with adding a few words. The key is that the meanings of multiplication and addition are not well understood. Many students think that 6 plus 6 equals 36.
Students can calculate the sum of 6 and 6 before learning multiplication, but not after learning multiplication. This is a question worthy of our consideration.
2. According to the formula of 4×3, make a circle first, and then fill it in.
The student circle is inconsistent with what the students clearly wrote. For example, students clearly circled three 4s, but filled in four 3s. Some students circle the numbers and write the addition formula is inconsistent.
Here you can guide students to write down the numbers circled in each pile, which is helpful for students to fill in and think.
3. The pencil in the picture below is () cm long.
Some students saw that the right side of the pencil was aligned with 8, so they filled in 8 cm. They did not consider that the left end of the pencil was not aligned with the 0 scale, but measured from the 2 scale, so its length should be 8-2=6 cm.
4. Add a line segment in the figure below to make it add two right angles.
Many students draw line segments, which add three or four right angles.
5. In the multiple-choice question, the height of the classroom door is about () cm. Because we often say that the door is about 2 meters high, students fill in 2 without thinking, and as a result, they make a joke that the door is about 2 centimeters high. Actually, it should be 200 cm.
6. The formula can be expressed by 3×5, because it is 5+5+5+5-5, and some students have no choice.
7, column vertical calculation, some students deduct points because there is no column vertical, so always remind students to look at the questions carefully!
8. Draw a line segment with a length of 3 cm and draw a right angle between the vertex and an edge. Some students still draw irregularly.
9. In solving problems, it is still a problem to draw "more than less" application problems. According to the meaning of the four operations, some students still won't choose the right method.
10, in solving the problem, "There are 36 cards on the table, I put 2 1 card, and I put 29 cards. How many cards are there on the table now? " Many students' columns are 2 1+29, which shows that they have not seen the meaning of the topic clearly or have misunderstood it.
1 1. The last problem to be solved requires "proposing a mathematical problem solved by multiplication and solving it". Many students put forward the mathematical problems of addition calculation. Some students asked the right questions, but the known conditions were wrong, which led to the wrong formulation.
Third, measures to improve the quality of teaching:
1. Consolidate the quality of classroom teaching, highlight key points and break through difficulties. On the basis of students' mastery of basic knowledge, the types of topics should be changed appropriately to cultivate students' ability to draw inferences from others and use knowledge flexibly.
2. Cultivate students' habit of reading and examining questions carefully, as well as the good habit of solving problems and examining questions carefully. Pay attention to cultivating students' good study habits.
3. Pay more attention to students with learning difficulties, find out the reasons for their learning difficulties, contact home and school, and discuss countermeasures to make them progress.
4. Before each exam, we should properly sort out and review the knowledge we have learned before, so that students can recall what they have learned before, so that they can take the exam more confidently.