Reflection on Mathematics Examination in Senior Two (1) The mid-term exam is over, and then the long-awaited results are announced. In the first class in the morning, the teacher came into the classroom with our test paper in her arms. ? Let me see the result! ? The teacher said. At this time, the air in the classroom suddenly solidified, and the students' faces were full of anxiety and worry. Some people immediately become cheerful and happy when they hear the results; Others are dejected and regretful, regretting why they didn't review carefully at the beginning. The classroom suddenly fell into? Ice and fire? In the atmosphere. At this point, my heart was in my throat and my hands began to sweat. ? Horse, 98.5 points! ? Not bad, a big stone in my heart
It fell down. After the test paper was handed out, I hurried to find the mistakes in the test paper. Due to carelessness, I missed the perfect score of 1.5.
This achievement left me with deep thoughts. Summing up experience and lessons is that you are too careless and don't work hard enough at ordinary times. Learn from a painful experience, I think we can only carry it forward? Perseverance, stone can be carved? Spirit, in order to truly master knowledge, enrich themselves and improve their academic performance. Only by accumulating bit by bit in learning, persisting in the face of learning difficulties and carrying forward the spirit of perseverance can we truly become strong and face challenges with confidence in learning.
The edge of the sword comes from sharpening, and the fragrance of plum blossoms comes from bitter cold. We sail on the boundless ocean of knowledge, and only in this spirit can we reach the other side of knowledge. Learning is a hard job, neither vivid nor interesting, nor three-dimensional nor vivid. Only by understanding its importance and making unremitting efforts can we win flowers and applause. Remember, nothing is beautiful.
Reflection on Mathematics Examination in Senior Two (2) Many students are stumped by fill-in-the-blank questions and operation questions. Some people ask questions, some people look around, and no one is serious! I think it's all because Mr. Zhang told us not to recite definitions. We didn't do our homework carefully and didn't listen carefully in class.
The test paper was handed out, and I saw that most of my classmates didn't do well in the exam, and none of them got full marks! All the students in the classroom are looking for answers. I went back to my seat, and my test paper was taken away by Qi Duoduo, alas!
During the exam, I was also stumped by the fourth question of the fill-in-the-blank question. I slept on the table, aiming at my deskmate's paper, but I was desperate because my deskmate was stumped. When I do the operation problem, when I spell the angle with a triangle, I feel very anxious and think! Almost finished, hurry up! I bent the apex of the corner. I shouldn't have made a mistake on the last question. I was the only one in my class who didn't write an equal sign, and I lost 0.5 points for nothing.
There is only one reason why I did something wrong, that is, I was in a hurry. Forgot the definition because of impatience; Because of impatience, I drew the wrong angle; I didn't write an equal sign because I was impatient! Why are you in such a hurry? Because I always want to be faster than others and never lose to others. Before winning the first prize, my heart became more anxious!
I think we should get up even if we fall, because failure is the mother of success, so we can still be the first in the whole grade in the future!
Reflection on Mathematics Examination in Senior Two (3) Many teachers will send out such feelings after the monthly examination or the mid-term and final examination: Some questions on the examination paper have been said many times, why are there still so many students who can't do it and fail the exam! Then I will say why the students I teach are so stupid that I can't remember them after talking so many times. Therefore, when marking papers or parents' meetings, I will constantly emphasize the topics I have talked about many times. Put the blame for not doing well in the exam on the students. If this happens only to a few students, it may be a student's problem; If such a problem occurs in the group, then the teacher should reflect on himself, whether he has not made it clear or whether there are weaknesses in teaching methods and teaching routines. On this issue, I have done some thinking from two aspects for your reference.
1, from the understanding: ① The students are uneven. What teachers usually say, even if experienced teachers say it many times, some students still can't master it well. Students have different cognitive abilities. We can't think that students remember and master it after saying it many times. There must always be a string in our mind: there may still be some students who don't have a good grasp of some content. With this string, maybe we will often check for leaks instead of complaining. It is also reasonable for students not to remember the content or topic we talked about. They need to remember too many subjects and contents. Who can remember so much? But what is important is whether we help students build a knowledge system and cultivate their problem-solving ability in the teaching process. From the new curriculum concept, teaching should pay attention to the process and the result is secondary. In our present teaching, we should actively run through this concept. When we comment on a certain content or a certain topic, do we cram the comments, or let the students consciously understand and master this part of the content under the inspiration of the teacher. In this process, do we help students build a knowledge system and cultivate their problem-solving ability? If this goal is achieved, even if there are many questions that students can't remember, it's not terrible, because students have the ability to get the correct answers, and students can work out the correct answers to the questions we haven't talked about. We may not remember which type and color of bicycle we have ridden in this life, but our ability to ride a bicycle will not be forgotten or lost. Therefore, in the teaching process, the first thing to pursue is not how many topics to talk about in how many classes (of course, let students see some problems properly), but to continuously cultivate students' learning ability and problem-solving ability. We often say? To cultivate students' lifelong learning ability? 、? Give the students an apple or an apple tree? They are all saying the same thing.
2. From the aspect of teaching routines: First of all, we should be familiar with the subjects taught and accumulate a lot of experience. Then use these experiences to help students build a knowledge system and acquire problem-solving ability. But it often happens that you teach students a lot of experiences and methods that you think are good, but students still can't master them well. There is a problem that deserves our attention. We tell students the experience and methods, but it doesn't mean that students get the experience and methods. Only with timely and targeted practice can it be transformed into students' own things, and it should be implemented in homework and knowledge points. In addition, people have a lazy nature. If most students want to master it well, they must be strict in class and homework, and prevent students from doing homework or pretending to do homework. In fact, after overcoming the obstacles of knowledge, ability and behavior, many senior one students will enter a virtuous circle in the second and third grades. On the contrary, once a vicious circle is formed, students will give up on themselves and the relationship between teachers and students will deteriorate. In this process of overcoming, the strict requirements of teachers often play a very important role.