Model essay 1 on the quality analysis report of the first grade mathematics examination.

I. Main achievements

1, students' 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 are sloppy. Some very simple calculations, but many students lost points because they misread the addition and subtraction signs. Some questions are very simple, but some are wrong because of lack of 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 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 of pictures. Because the picture given is small, the printing is not clear, the students can't see it clearly, and there are many circle errors.

4. 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. Question 9 The second and third questions in solving problems are not clearly printed, so students can't see clearly how many ants and people there are. If the number is wrong, the formula is wrong.

Third, improvement measures.

(A) to improve the quality of classroom teaching

1, preparing lessons 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, and so on.

(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.

Model essay 2 on the quality analysis report of the first grade mathematics examination

I. Basic information

This examination has basically achieved the expected teaching effect this semester, and most students have achieved good results. The situation is as follows: there are 34 students in the class, with the highest score of 100 and the lowest score of 40.

Second, the analysis of test papers and students' answers:

There are five types of questions in this paper, all of which focus on the training of basic knowledge. The whole paper embodies the concept of "mathematics is life", which allows students to solve various mathematical problems in life with their mathematical knowledge.

Judging from the students' problems, the result is not ideal.

Fill in the blanks with the first big question. There are students who don't know the position clearly, students who can't tell the direction by reading the wrong picture, students who fill in the adjacent numbers, and students who don't fill in the right ones.

The second question, guess the price, individual students did not understand the meaning of the question, did not understand "close", and did not calculate how much, so they made mistakes in choosing.

The third question is statistics. This time is different. First, let the students make a correct judgment, and then make statistics. If students are careless or miscalculated, they will make mistakes in statistics, and the following questions will be interrelated and coherent. Now, let the students correct the wrong questions. Some students don't understand that the purpose of the problem is to make mistakes in their calculations.

The fourth problem is to solve the problem. The main reason is that the calculation is not very skilled, and there are too many calculations and too few calculations. Secondly, in terms of currency exchange and change, especially in the case of abdication, for example, how much 4 yuan 80 cents 5 yuan bought, many students are 1 yuan 20 cents, but now the formula is right and the result is wrong.

Three: Measures

In view of the examination situation of students in this final exam, we should grasp the knowledge system of teaching materials, pay attention to the teaching of basic knowledge and expand training, improve the flexibility of students' thinking, and let students use what they have learned flexibly to solve problems. Seriously study the new curriculum concept, understand and study the teaching materials, and find a good combination of knowledge and curriculum reform in the teaching materials, so that students can learn mathematics in their lives; After class, we should actively do a good job in cultivating outstanding students, 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.

Model essay 3 on the quality analysis report of the first grade mathematics examination

First, the basic situation of the test paper

1, test paper structure

The overall structure of the test paper is reasonable, close to the presentation mode of the textbook, with clear levels and prominent points. At the same time, we should pay attention to examine students' ability to solve practical problems in combination with the background of specific problems. Test scores 100.

2. The characteristics of the test paper

(1) The whole paper covers a wide range and attaches importance to the assessment of basic knowledge and skills. Pay attention to the examination of "essential" basic knowledge and skills, pay attention to students' interest in learning, and change the excessive emphasis on mechanical skills training in class.

(2) The examination paper is structured and difficult. The full-volume test questions examine students' knowledge in a wide range, and the test questions are diverse and flexible. It is not easy for first-year students to get 100, which can better reflect the advantages and disadvantages of teachers in daily teaching, reflect a certain slope and better reflect the overall quality of students.

(3) The examination paper has humanistic characteristics. The examination paper pays attention to students' emotions and psychology and has humanistic characteristics. The examination paper has changed its "cold and hard" face. At the beginning, it gives the language to stimulate students' interest and adjust their psychology, and also provides illustrated pictures in life.

(4) Pay attention to the social value of mathematics application.

(5) To examine students' ability to process and express data and charts. Students are required to acquire and understand information correctly, and to express and solve problems by processing the information expressed by data and charts.

(6) Examine the problem design of mathematical thinking method.

Second, the effect.

According to the statistics of 3 1 students in the whole class, the pass rate of this exam is 100%, the excellent rate is over 75%, and the average score is 84.

Third, experience

1, students' thinking is seriously influenced by stereotypes. Specifically, students' correct answers to simple and typical questions similar to the examples are high, but the answers to unfamiliar questions are not ideal and the correct rates are low.

2. Students' comprehensive application of knowledge and their ability of analysis and judgment are poor.

Fourth, students' feelings.

After investigation, most students feel good about themselves when they leave the examination room and think that the exam is easy. However, a few students who usually look at the questions carefully think it is difficult and find many mistakes in the exam. If they are not careful, they will easily make mistakes. Some students said that the words on the topic were too small and dense to recognize. Most words are already known at ordinary times, and there is no need to write pinyin.

Suggestions on teaching verbs (abbreviation of verb)

(1) From the statistical data and the problems exposed by students when solving problems, it can be found that it is effective for teachers to implement new curriculum teaching with new ideas. Every teacher is aware of the need to further study the new curriculum standards, update the old teaching concepts, understand the presentation requirements of the new textbooks and pay attention to the students' learning process.

(2) Pay attention to students' social reality, cultivate students' thinking flexibility and improve their ability to analyze and solve problems.

(3) Pay attention to cultivating students' good study habits.

(4) Calculation is the key point of teaching in the lower grades, and we should persist in training students' basic calculation skills in the future.

(5) The new teaching materials leave a lot of space for teachers, so the rational and effective development of teaching materials resources is helpful to organically combine extracurricular knowledge. At the same time, we should strengthen the training of students' divergent thinking.

(6) For students with difficulties, it is necessary to strengthen the training of "two basics", and the implementation must be in place, so that every student can learn the most basic mathematics and solve the most basic life problems. Such as Chen Jiaying, Jin Jiayao and Ye Haikang. Teachers should give them timely care and help, encourage them to actively participate in mathematics learning activities, try to solve problems in their own way, and express their views. Affirm their progress in time, patiently guide them to analyze the causes of their mistakes and encourage them to correct themselves, thus enhancing their interest and confidence in learning mathematics and cultivating their good will quality. Teachers should provide students with sufficient materials and thinking space, design targeted exercises, develop students' mathematical talent, and avoid polarization in learning.

Model essay 4 on the quality analysis report of the first grade mathematics examination

First, the quality analysis of test questions

This set of questions is based on the principle of promoting the reform of mathematics curriculum in primary and secondary schools, effectively reducing students' excessive academic burden, cultivating students' innovative spirit and practical ability, and promoting students' all-round, harmonious and personalized development, and strives to strengthen the connection with social reality and student life, paying attention to examining students' mastery of subject knowledge and skills, processes and methods, especially their ability to comprehensively apply what they have learned to analyze and solve simple problems in specific situations.

(A) the coverage of knowledge points

Chapter content score chapter content score

5. 1 intersection line 2 8. 1 binary linear equations 5

5.2 parallel lines 3 8.2 elimination 12

5.3 Properties of Parallel Lines 4 8.3 Further Discussion on Practical Problems and Binary Linear Equations 6

5.4 Translation 3 9. 1 Inequality 3

6. 1 plane cartesian coordinates 2 9.2 practical problems and one-dimensional linear inequalities 5

6.2 Simple application of coordinate method 10 9.3 One-dimensional linear inequality group 2

7. 1 Line segment related to triangle 5 9.4 Analysis contest 8 using inequality relation

7.2 Angle related to triangle 7 10. 1 square root 2

7.3 Polygons and Interior Angles and 5 10.2 Cubic Roots 2

7.4 subject learning mosaic 3 10.3 real number 3

(B) from the test sites and scores to see the characteristics of the paper.

1, a wide range of knowledge, focusing on a systematic and comprehensive examination of what students have learned. It is not difficult to see from the above table that the examination paper pays attention to each chapter to varying degrees, which better reflects the systematicness and comprehensiveness of knowledge.

2. Test questions focus on double basics and highlight key points. The whole set of questions not only pays attention to the examination of students' basic knowledge and skills, but also highlights the examination of key chapters and key knowledge, laying a good foundation for students' follow-up study. For example, the simple application of section 6.2 coordinate method accounts for 14, and the solution of section 8.2 binary linear equations accounts for 12. The contents of these chapters are all important knowledge points in junior high school, which play a connecting role in students' learning. Therefore, the concentrated distribution of these scores has played a good guiding role in students' learning.

3. Pay attention to the examination of students' innovative thinking and "using mathematics" ability. The examination paper pays more attention to cultivating students' innovative thinking and "using mathematics" ability. For example, questions 8, 19, 24, 28, 30, and 3 1 are closely related to students' real life, and are very exploratory, which better embodies the new concept of basic education curriculum reform, not only examines students' ability to solve practical problems in production and life by using what they have learned, but also plays a very good guiding role in teachers' teaching and students' learning.

(3) Problems existing in the examination questions

1, the examination of individual knowledge points is advanced. For example, the seventh question requires students to master the characteristics of axis symmetry and central symmetry point in rectangular coordinate system, but this knowledge point is not explained in this textbook; Question 25 belongs to the simplification of quadratic roots, and students have to learn the properties of quadratic roots to complete it, so the examination of knowledge points should be made in advance.

2. Some questions are wrong. For example, Question 23 was originally a problem of solving equations, but an "=" sign was removed and an algebraic expression was given instead of an equation, which brought inconvenience to students.

3. The difficulty of the test questions is slightly unreasonable than the design. First, the individual knowledge points examined are advanced, and second, the whole set of questions is slightly more difficult, with an average score of only 56.438+0. This is due to the author's insufficient excavation of new textbooks and insufficient consideration of students' knowledge and ability. It is suggested that the questioner should stick to the textbook, give full consideration to students' learning reality, pay attention to the gradient of test questions, pay attention to the needs of students at different levels, and give each student an appropriate, appropriate, fair and just test opportunity.

Second, the analysis of students' answers

According to the random sampling of students' papers, the students' answers are roughly as follows:

1. There are 30 multiple-choice questions, with an average score of 17.5, and the scoring rate is 58%.

2. Fill in the blanks with 30 points, with an average score of 20.2 and a scoring rate of 68%.

3. Calculate and prove the question ***40 points, and the scoring rate is about 36.7%. Among them, 26 problems solved binary linear equation 10, with an average score of 8.4; 27 problem solving one-dimensional inequality 5 points, with an average score of 4 points; Conjecture and geometric conclusion prove 28 questions, 4 points, with an average score of 2 points; 5 points for 29 geometric calculation problems, with an average score of 4.2 points; 30, 3 1 question is a comprehensive question to solve practical problems, and the score of two questions *** 12 is 4.4 on average.

Therefore, students have the following questions when answering questions:

(A) students' "double basics" are still not solid and need to be consolidated and improved. Judging from the sampling situation, students scored 68.7% on basic topics, and lost more points. First, students don't understand basic concepts accurately, such as what is a binary linear equation and the distance from a point to a straight line. Second, the lack of intensive training leads to more mistakes in subjects with high error rate in peacetime practice. For example, it is easy to make mistakes when solving binary linear equations by adding, subtracting and eliminating, and there is "missing multiplication" when solving univariate linear inequality, and the direction of inequality remains unchanged when both sides of inequality are multiplied by a negative number. Third, students have poor flexibility in solving problems. For example, 28 questions belong to the conjecture and proof of geometric conclusions. The knowledge points used in this question are relatively simple, mainly to examine students' understanding of parallel lines, which can be completed in three steps, but the students' scoring rate in this question is only 50%. The reason is not that students don't understand the knowledge points in place, but because they don't have enough training and see fewer questions, so they can't start with only one test method for the same knowledge point. If this problem is replaced by an ordinary geometric proof problem, students' grades will definitely improve. Fourth, students have poor basic skills, such as forgetting to use the ∞ symbol when expressing angles and making the mistake of "DBA=EDB". When a vertex has multiple angles (such as B), use a letter to represent the angles (such as B).

(B) Students' ability to "use mathematics" is poor. "Mathematics Curriculum Standards" emphasizes that students "will ask questions and understand problems from the perspective of mathematics, and can comprehensively use the knowledge and skills they have learned to solve problems and develop their application consciousness". 30, 3 1 questions mainly examine students' modeling consciousness and modeling ability, and ask students to solve practical problems in life by transforming them into mathematical models. However, according to the students' answers, students scored only 36.7% on this question, and quite a few students scored 0 on this question.

Third, some suggestions.

According to the problems exposed by students in this test, teachers should also strengthen the following aspects in future teaching:

(1) Strengthen the training of basic knowledge and skills to lay a solid foundation for the development of students' abilities in all aspects. Many teachers have a misunderstanding in the curriculum reform of basic education, thinking that students don't need much knowledge to learn new courses. In this respect, we should have a clear understanding that knowledge is necessary. If knowledge is denied, the curriculum will cease to exist and students' ability will not be constructed and improved. The key to curriculum reform is to guide students to learn knowledge that is of practical value and can promote development, and to guide students to acquire knowledge independently, cooperatively and exploringly with the participation, organization and guidance of teachers. Therefore, the nature and judgment of parallel lines, the solution of binary linear equations and unary linear inequalities, the re-exploration of practical problems and binary linear equations, and practical problems and unary linear inequalities are all basic knowledge that students must master. Among them, the problem of missing multiplication in solving equations, the sign of shifting terms and the direction of solving inequalities also need to be explained and emphasized repeatedly in teaching.

(2) Improve teaching methods to improve students' ability of learning, modeling and applying mathematics. Students' problems in the test and teachers' feedback show that there are still many teachers who are not clear about the curriculum reform, not active enough, not active enough and not effective enough. Teaching still follows the old teaching ideas and methods, teaching lacks variation and innovation, and the main position of students' learning is far from being implemented. Therefore, students fail to see, hear and learn new learning methods and some new topics from teachers' teaching practice, which leads to students losing more points on so-called "new topics", such as 28 questions, which some teachers think are "super difficult to test". The so-called new questions are actually just changes in the form of questions, and the knowledge points examined are not complicated, but these questions emphasize the connection with real life and the application consciousness of students. It is suggested that we should strengthen the training of innovation and flexibility in future teaching, pay special attention to the connection with real life, let students learn to solve life problems with mathematical knowledge, and pay attention to cultivating students' application consciousness.