Analysis of the Final Examination Paper of Mathematics in the Fourth Grade of Primary School (1)
First, the test analysis:
From the analysis of students' answers, students have a firm grasp of basic knowledge, but they are not flexible enough. The ability of comprehensive application of knowledge is weak, and the biggest mistake is that students have not mastered the extension of knowledge. Judging from some types of questions, teachers pay less attention to aspects, and the phenomenon of losing points is still serious. It can be seen that students will only imitate more and have not formed a deep knowledge system. For example:
The first big question: fill in the blanks.
This topic covers a wide range and is typical. Comprehensively examine students' mastery of the basic knowledge of textbooks, the formation of basic skills and their flexible application ability of mathematical knowledge. However, some questions are too difficult for students at the middle and lower levels, such as questions 5 and 7, and there are many mistakes.
The second big problem: judgment.
Five small questions cover the knowledge and concepts of this textbook and examine the students' mastery of concepts and skills. It seems simple but easy to lose points, mainly because students don't look at the questions carefully and don't find out the reasons for their judgment.
The third big problem: choice.
This question includes five small questions, which are well done and can examine students' ability. The students have done well in these problems.
The fourth problem: calculation.
Question 1: oral calculation
This question contains 10, including addition, subtraction, multiplication and division, to test students' oral ability. Some students are careless when making mistakes in calculation.
The second sub-question: the column sag calculation is ok as a whole, but some students are careless and make mistakes in calculation.
Question 3: How to calculate as simply as possible?
There are many mistakes in this question, and most students have mastered the basic calculation, but there are careless phenomena in the process of doing it, which are easy to make mistakes. Some questions can't be simple, but they can only do four operations, but students are preoccupied with how to be simple, so there are more points lost in the four operations.
The fifth question: drawing.
This question examines the students' hands-on operation ability: the first small question is that it is difficult to rotate the graph, so there are more points lost. The students in the fourth question didn't look at the question carefully, and most of them didn't draw high.
The sixth problem: step into life and solve problems.
This topic is to examine students' understanding ability and link it with real life, and cultivate students' observation ability and life application ability, such as: Question 4, the understanding ability is not strong and the score is serious, which also shows that students' common sense of life is not very rich.
Second, the surface analysis
On the whole, it looks good. Carelessness in calculation leads to a high error rate. There is another problem that can't be solved even if it is changed.
Third, performance statistics
Overall, the pass rate is 100% and the excellent rate is 50%.
Fourth, the situation of students' learning and teachers' teaching.
In the usual study, students are smarter and feel simple about everything, which leads to the formation of children's careless habits. During this period, teachers have not found any problems with students. And teachers don't pay much attention to students with learning difficulties in teaching.
Improvement measures of verb (abbreviation of verb);
1. educate and train students? A good habit of carefully examining the questions before doing them and carefully checking them after doing them? .
2. In teaching, we should pay attention to connecting with students' real life, learn methods and strategies to solve problems, give play to students' thinking and form problem-solving skills.
3. Grasp the knowledge carefully until the students use it flexibly.
From this exam, I deeply realized that students are children after all. If we indoctrinate them with our own thinking, memory and problem-solving methods, it will only get twice the result with half the effort, and students will also pay attention to one thing and lose another. In the future, we should think more about students, how to master knowledge and apply problems, and effectively apply what they have learned.
Analysis of the Final Examination Paper of Mathematics in the Fourth Grade of Primary School (Ⅱ)
First, the analysis of test questions
This test paper has a wide range of knowledge, diverse questions and moderate difficulty. It covers a wide range of knowledge, is not too difficult, and can better examine children's learning situation. Is it in the test paper? Calculate, fill in the blanks, choose, draw pictures and solve problems? Five types of questions have a wide range of knowledge, and flexible questions can also examine students' problem-solving ability and thinking flexibility. It can be said that the topic design and difficulty of the test paper are reasonable and appropriate, covering all knowledge, and the topic is flexible, which better examines the problem-solving ability and can also reflect the flexibility of students in solving problems.
Second, the examination situation
There were 46 people who took the final exam this time, and 16 people passed, among which 7 were excellent, with an average score of about 5 1.48.
Third, the answer sheet and analysis.
Through the test results, the problems existing in the process of answering the students' papers in this class are analyzed as follows:
Advantages: First, students have a good grasp of the content of position and direction, that is, the third, fifth and third drawing questions of the second largest question in the test paper have the least scores, which shows that students have clearly defined the two conditions for determining the position of objects in the learning process and can correctly mark the specific position of objects. Secondly, when comparing the size of decimals, students basically master its methods and can quickly judge the size of decimals. Thirdly, the calculation of the oral part, because students can calculate numbers in sequence carefully, so students basically know how to use the distribution law in the simplified part.
Disadvantages: 1, the fifth item of the second largest question loses the most points in the fill-in-the-blank question. Most students forget how to combine several formulas into one formula. Some students are careless and don't put brackets. Most students make mistakes in the sixth small question, which shows that the composition of logarithm is not well mastered. The rest of the problems are caused by individual children's mistakes, unclear examination questions and no serious thinking. Individual students don't have the basic knowledge and can't use it flexibly. 2. Students make fewer mistakes in judging and choosing topics. It can be seen that some children are not flexible enough to solve problems and their thinking is not open enough. 3. The individual mistakes in the calculation part are: a question in the simple calculation part: 104? 18 Some children don't have a good understanding of the application of laws in calculation. From the calculation point of view, the students' calculation ability has been improved compared with the previous stage, and the correctness of calculation has been gradually enhanced. 4. In the problem-solving part, students lose points without concentration. On the surface of the paper, some children got the wrong answer because some students didn't understand the question thoroughly and couldn't find a breakthrough. Some children have problems in calculation, and there are phenomena of copying wrong numbers and calculating wrong numbers. The ability of individual children to analyze and solve problems needs to be further improved. They are blind in analyzing the problem, unable to start, and they don't really understand the meaning of the problem when they do it, which makes the list meaningless.
Third, thinking about future teaching.
Through the previous analysis, in the future teaching, we should improve teaching methods, carefully study textbooks, grasp the knowledge system of textbooks, and carefully design teaching methods, so that the classroom can be truly independent and efficient, and students can be improved in different aspects and degrees on their own basis.
1, pay attention to the cultivation of students' good study habits. In classroom teaching, we should pay attention to cultivating students' study habits of reading, exploring, independent thinking and careful analysis, which will help students improve their ability to solve problems.
2. Pay attention to the cultivation of students' problem consciousness and stimulate students' interest in learning. Interest is the best teacher. When students enter the senior grade, individual children feel a little tired of learning because of the deepening of knowledge and other reasons. As a teacher, we should try our best to start from our own classroom, not only pay attention to students' ability to learn knowledge in class, but also create some lively and challenging problem situations with knowledge, so that students can be exposed to problems, activate their existing experience and mathematical knowledge, cultivate students' thinking quality of independent thinking, exploration and discovery, teach students mathematical methods to solve and think problems, cultivate students' flexible thinking and open thinking, and improve their flexibility and innovation ability. Teachers should also pay attention to emotional communication with students, so that every child can fall in love with the teacher, your subject and your classroom.
3. Strengthen the emotional education of underachievers and enhance their confidence in learning mathematics well. The situation of students will not be the same, and it is inevitable that there will be underachievers in teaching. As teachers, we should not be bored and impatient because of the appearance of underachievers, nor should we be helpless and let it go. We should actively find ways to understand the causes of underachievers and give appropriate guidance according to the situation. For example, pay more attention in class and communicate more after class, so that children can feel our concern and care and stimulate their interest in learning. For underachievers, we should have enough patience and confidence. You can mobilize outstanding students in the class to pair up with underachievers, help each other and put forward different requirements for different children. In this way, we can properly carry out stratified education and individual guidance, so that they can all get full and free development under their own adaptive conditions and further improve their original level.