In this monthly exam, the average score of 12 classes and 10 classes reached more than 90 points, while the average scores of Class 3 and Class 4 I taught were only 84 points and 82 points, which was 8 points lower than the school average. Judging from the high score files, only 29 and 30 students in our two classes scored above 90, and the other classes basically exceeded 50 students. There are even two Ban Chao students who have passed 60 people, and the perfect score of class one has actually reached 27 people; Judging from the number of junior students, my two classes with a score below 70 are 9 students and 1 1 respectively, and there are only 5 students in other classes at most, mostly 2 or 3 students. Like a class, there is only one person, and the penultimate in the class has 76 points. Such a gap, the two classes I teach are not at the same level as other classes. They seem to be the Spanish team that entered the World Cup finals, and my two classes are like the China team.
Of course, the purpose of the exam is to find the gap and confidence. I spent an afternoon counting the mistakes of the whole class. I made the following analysis on this monthly exam:
(1) review is not timely. This month's exam, I didn't review with Ben, and I have been taking a new lesson. In fact, other teachers do the same, but they do better than me. In the new class, they may occasionally send out previous handouts to review the previous content, but I don't have them at all, so the students' forgetting rate of real questions is higher. This can be seen from the high failure rate of 10, 16, 20 and 22, especially 10, which is similar to that in the handout, but I didn't do it; Question 22, which I did badly last semester, is also on the handout this semester, but I still didn't do it. In this regard, I feel that this may be the growth point of future exam results;
(2) In the classroom, the belief in horses is rigid, and the paranoia about teaching AIDS has been seen. For example, the lesson "Propositions and Theorems" in Chapter 5 is more difficult. As a result, when preparing lessons, we pay more attention to the expansion of mathematical common sense. For example, according to the standard of open class, this class may be ok, and I am quite satisfied with it myself. However, I just played down the key point of this lesson-rewriting the proposition in the form of "if so". I think this thing is simple, and as a result, students have this problem, which is shown in the first chapter. Later, when I was analyzing the test questions, I added this content. The proposition is a judgment, and the "then" part is a judgment sentence such as "equality, complementarity, complementarity or parallelism". In this way, the "if" part is to rewrite the concept-attribute clause into a declarative sentence. If "diagonal is equal", then part should be "equal", if part is "diagonal", then finally it must be written as "if two angles are diagonal, then two angles are equal". In addition, in the chapter of plane rectangular coordinate system, there is a point's axial symmetry. I think this content should have been in the second day of junior high school, and there is no need to deepen it at present. Unfortunately, this kind of problem appears in various teaching AIDS. I ignored it, but I don't want this kind of question to appear in this exam, such as 13( 1), and the result is another high score.
(3) The operation requirements are not strict. Generally speaking, many students just cheat. With regard to the application of teaching AIDS, on the basis of the exercise book, I choose topics that are not duplicated with the homework to be done and do not correct them. Generally, I borrow a class on Wednesday, and check the answers of five or six sections collectively in class. If there are students who need it, I will make a comment. Obviously, students may think that teachers don't check anyway, some students don't do it, or they just do it. When explaining, they follow the crowd and think they will, so that many basic questions before 25 questions maintain a high failure rate, and these questions appear repeatedly in class or homework.
(4) The requirements for geometric writing are not strict. It used to be difficult to write introductory geometry, which was quite a headache, so I felt like a child learning to walk. Let him go, don't interfere too much, or they won't leave. Therefore, unlike other teachers who are so strict with their students, there is a certain gap between the students' geometric writing ability in Class 3 and Class 4 and that in each class. It just so happens that there are two geometric writing in the 26 questions this time, which is 8 points. Students who can do it in both classes have suffered a big loss in writing, and at least 4-6 points have been deducted.
(5) Overestimate the students, explain the problems insufficiently and repeat them. For example, in question 25 (3), I told them a method to solve the problem of triangle area in the plane rectangular coordinate system-just cover it with the smallest rectangle. I think this is a way to kill dragons, which is more than enough to kill a few "chickens" in Grade One, but I don't want students in more than two classes13 not to use this method. Plus, for example, question 26, I have long guessed that this question can only be the finale. It has been mentioned in the new class and appeared in the homework, but it may not be fully explained, and students still have problems.
It should be said that there are many reasons for the failure. This exam has brought considerable pressure to the head teachers of two classes, but I firmly believe that this situation can't happen in the final exam.
Reflection 2: Reflection on the monthly examination of junior one mathematics.
First, the overall situation:
This proposition follows the Mathematics Curriculum Standard, a new round of curriculum reform in full-time compulsory education. Examining students' basic knowledge, basic skills and comprehensive application ability embodies the basic idea of mathematics curriculum reform. The examination questions are aimed at every student, which reflects the universality, foundation and development of mathematics curriculum, pays attention to the spirit of innovation and practical ability, attaches importance to the examination of students' ability to analyze and solve problems by using the basic knowledge and skills they have learned, especially the examination of mathematical thinking methods, and uses the knowledge they have learned to analyze and solve problems in specific situations, so as to strengthen the connection between teaching content and social reality and students' life reality, and fully embodies the basic concept of the new mathematics curriculum. Reduce students' heavy academic burden and promote students to learn mathematics vividly and actively. It embodies "focusing on reducing burdens and increasing efficiency in the classroom".
Second, the characteristics of the test paper:
1. Pay attention to students' development and examine the core content of mathematics.
Basic knowledge, basic skills and basic thinking methods of mathematics are important carriers for developing ability and improving literacy. The examination paper pays attention to the needs of students' development, and combines the basic characteristics of mathematics, focusing on examining students' mathematical literacy. The topic is relatively basic and the level of knowledge is relatively low. The main purpose is to make students feel successful and enhance their self-confidence by answering these questions.
In addition, the textbook provides rich materials for students to learn mathematics well, and the proposition is based on the textbook, which embodies the basic principle of fairness and justice for candidates. Part of the whole volume comes from the textbook, which is the analogy, transformation, extension and expansion of examples and exercises in the textbook. Test questions can start from the reality of mathematics teaching and learning in junior high school, guide teachers to teach textbooks well, help students learn textbooks well, and give full play to the expanding effect of textbooks.
2. Create a space for exploration and thinking, and examine the ability of exploration.
"Mathematics Curriculum Standards" emphasizes: "Effective mathematics learning activities cannot rely on simple imitation and memory, and hands-on practice, independent exploration and cooperative communication are important ways for students to learn mathematics." Examination papers provide students with a space for independent exploration and innovation, which is conducive to students' active thinking, allowing students to experience the process of observation, operation and confirmation, and developing students' rational reasoning ability. It is intuitive, operational and comprehensive to examine students' initiative in learning knowledge, consider the comprehensiveness of problems, and make use of the flexibility of knowledge and the openness of mathematical knowledge and multi-dimensional scientific questions. Through the process of students reading pictures, thinking, operating and exploring independently, it provides students with space for independent exploration and innovation, which is conducive to students' positive thinking and developing reasonable reasoning ability.
3. Pay attention to the actual background and examine the application ability.
Mathematics comes from real life and acts on the real world. It is helpful to test whether students have the mathematical modeling ability to transform practical problems into mathematical models, and the ability to comprehensively use mathematical knowledge and methods to understand the world and solve practical problems. The topic of the test questions is taken from the facts that students are familiar with, so that students can flexibly use the basic knowledge and skills of mathematics, process information, analyze problems and solve problems in actual problem situations. It embodies the basic fact that mathematics comes from social reality and serves social practice, effectively tests the ability to analyze and solve problems by using the learned mathematical knowledge, and has a good educational function.
4. Pay attention to mathematical activities and check the process objectives.
Mathematics curriculum standard holds that mathematics itself is a process and mathematics teaching is process teaching. Only through a large number of mathematical activities can students form a comprehensive understanding of mathematics.
Third, the problem of students' papers.
1. Some students' basic knowledge is not solid enough, and their answers are one-sided and inaccurate.
2. Some students learn too much mathematics and lack flexibility, openness and multidimensional thinking.
3. Some students have poor awareness of using mathematics, and their ability to solve practical problems with mathematical knowledge needs to be improved.
Fourth, teaching suggestions:
1, the teaching of basic knowledge
The teaching of basic knowledge enables students to establish a complete knowledge structure in their minds, grasp the process of the occurrence and development of knowledge, and make students' knowledge form an organic whole. Hands-on practice, independent exploration and cooperative communication are important ways for students to learn mathematics. In teaching, teachers should stimulate students' enthusiasm for learning, provide students with opportunities to fully engage in mathematical activities, and help them truly understand and master basic mathematical knowledge and skills, mathematical ideas and methods in the process of independent exploration and cooperative communication.
2. Pay attention to the cultivation of using mathematics consciousness.
Strengthen the cultivation of students' awareness of using mathematics, so that students can actively try to use the knowledge and methods they have learned from the perspective of mathematics and seek strategies to solve problems: when facing new mathematical knowledge, they can actively find its actual background and explore its application value. In teaching, teachers should guide students to discover the rich mathematical information contained in practical problems from different angles, explore a variety of methods to solve problems, and encourage students to try to solve some simple practical problems, deepen their understanding of what they have learned, and obtain thinking methods to solve problems by using mathematical knowledge.
Improvement of verb (abbreviation of verb) proposition;
We will continue to study propositions, study the measurement and evaluation of goals under the mathematics curriculum standards, and realize the transformation from empirical propositions to scientific propositions. The mission is to serve the teaching and promote the further deepening of the curriculum reform of basic education.
Reflection 3: Reflection on the monthly math test in Grade One.
It's been more than a month since school started. On June 65438+ 10/0, the seventh grade math monthly exam was held. After reviewing the exam, I feel that neither the classroom teaching effect nor the students' academic performance is optimistic. Especially this month's exam, it revealed that students have a weak grasp of calculation problems, lack of practice, very unskilled use of knowledge points, and lack of imagination and creativity in thinking. In order to find the gap and make up for the deficiency, the examination is summarized as follows:
Firstly, the paper analyzes:
1. Overall, this test is moderately difficult and meets the students' cognitive level. The examination questions pay attention to basic calculation, and the content is closely related to real life, which is conducive to investigating the mastery of mathematics foundation and basic skills and guiding and cultivating teaching methods and learning methods.
2. Disadvantages are: (1) calculation failed, the error rate of six calculation problems was high, and the laws of addition, subtraction, multiplication and division of rational numbers were not firmly grasped, especially the calculation method was inflexible; (2) Specific problems are not specifically analyzed, and there is no ability to draw inferences and lack of flexibility; (3) can't carefully check the problem. (4) The ability to use mathematical knowledge to solve practical problems in life is insufficient.
Second, the reason analysis: combined with the usual performance and homework of students in class, we found the following misunderstandings in the teaching process.
1, lack of ideological understanding.
Believe in students' ability, but ignore the problems in the process of learning and solving problems. As a direct result, in the process of classroom teaching, students' actual situation is not well combined to prepare lessons, and some students whose basic knowledge is not solid enough are neglected, which leads to their increased learning difficulties, and then gradually lose their interest in learning mathematics, which adds great difficulties to the subsequent teaching.
2. Inadequate preparation in course preparation, not fully aware of the difficulty of knowledge points and the actual situation of students.
By reading some middle school students' test papers, it is found that middle school students are confused in knowledge points and problem-solving ideas, and can't grasp the key to the problem.
3. Some students with good grades are not supervised enough, and their learning requirements are relaxed.
Not only did the middle school students' grades drop in this exam, but some of them barely passed or even failed. The reason is that these students did not pay too much attention to their own problems in the process of after-school study and practice, and failed to find and correct them in time, which led to their complacency, less serious study and sloppy homework, which led to a major crisis in their final grades.
Third, improvement measures:
1, improve the efficiency of classroom teaching.
According to the age and thinking characteristics of grade students, make full use of students' life experience, design vivid, interesting and intuitive teaching activities, stimulate students' interest in learning, and let students understand and know knowledge in vivid and concrete situations.
2. 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. In addition, teachers should set aside time for students to think in class. Good classroom teaching should be thoughtful, and students should have more room for thinking. The effect of learning ultimately depends on whether students really participate in learning activities and actively think, and the responsibility of teachers is more to provide students with opportunities for thinking and leave students with time and space for thinking.
3. Pay attention to the disadvantaged groups among students.
To do a good job of making up lessons for poor students, we should start from the perspective of "people-oriented", adhere to the combination of "nourishing 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.
In short, in the future teaching process, we should take students as the center, guide students to learn to learn, make them enjoy learning, love learning and be eager to learn, take targeted remedial measures, improve students' basic knowledge and skills, strengthen supervision and supervision of students' after-school study and practice, strengthen students' ability to analyze problems, cultivate students' innovative thinking ability, and lay a good foundation for future learning and teaching.