1, evaluation of test papers
2. Analysis of test questions
3. Analysis of students' learning situation
4. Future improvement measures
For example:
Analysis of the Final Examination Paper of Mathematics in the First Volume of the Fifth Grade of Primary School
First, the evaluation of the test paper:
Based on the curriculum standards and closely following the new curriculum concept, the examination paper examines students' double basics, thinking and problem-solving ability from three aspects: concept, calculation and application, and comprehensively examines students' comprehensive learning ability. The test questions are impartial, not difficult and unfamiliar. They are closely related to students' real life, which increases their flexibility, tests their real grades and levels, and enhances their interest and confidence in learning and using mathematics. In addition, the test questions are flexible and open, leaving students room to choose and solve problems freely.
Second, the test analysis:
The first big question: fill in the blanks.
This topic * * * has 10 small questions, covering a wide range, comprehensive in content and typical, which comprehensively examines students' mastery of basic knowledge, the formation of basic skills and their flexible application ability of mathematical knowledge in textbooks.
The second big question: right or wrong.
This question includes five small questions, which are well written and can examine students' ability, especially the 1 small question. If students don't observe and think carefully, they will easily make mistakes.
The third big question: multiple choice questions.
This question examines the ability of students to think flexibly. Usually, students can calculate, but if the meaning of the question changes slightly, it is easy to make mistakes. For example, in the fifth question, some students chose the answer (c), which also sounded the alarm for the teachers. Teaching should not be too rigid, but flexible and diverse, and work hard to develop students' thinking.
The fourth big problem: calculation.
There are not many mistakes in this question. Most students have mastered the basic calculation, but in the process of doing it, they can't be careless or serious.
The fifth question: operational problems.
This question examines two aspects of students, one is observation ability, and the other is the calculation formula of student area. The students' answers are not very good, so we should distinguish the formula of students' area in the usual teaching.
The sixth question: solve the problem.
There are five minor problems with this question. This topic is to examine students' understanding ability and link it with real life, and to cultivate students' observation ability and life application ability, such as questions 3 and 4. These two questions are close to real life, and students are very interested in them, so we should be especially careful in doing these questions. However, the scoring rate of application problems involving scores is not high.
Third, the analysis of students' learning situation:
Generally speaking, most students have a good grasp of basic knowledge and the formation of basic skills, but their ability to comprehensively apply knowledge is weak. It is manifested in the fifth and sixth multiple-choice questions, the second operation exploration questions, and the fourth and fifth problem-solving questions. The correct rate of students is too low.
1, calculation part. The first question is the number written directly. The accuracy of this little question is very high, and most students can get corresponding scores. The second problem is out-of-shape calculation, most students are right, a few students are wrong, and very few students do not deduct too many points in calculation. The third problem is to solve the equation, most students are right, and a few students have format problems, such as Lian.
2. Conceptual part: The correct rate of students' questions about basic mathematics knowledge is high. For example, 1-4 in the fill-in-the-blank part, and 1 and 2 in the selected part scored well, and only a few students made individual mistakes. There are many questions in the seventh, eighth, ninth, 1 1 and the selected fifth and sixth questions. Students didn't look at the questions carefully, and lost more points, especially the fifth and sixth questions, which required students' comprehensive ability, so they lost serious points.
3. Operation and exploration. This problem loses many points because students can't carefully examine the problem, don't look at it carefully enough, and can't use what they have learned flexibly to solve the problem. Students only know that 3 hectares of 1/5 is 3/5 hectares, but they can't understand it if they use a rectangle to represent 3/5 hectares, so the second small problem of 1 is seriously lost.
4. Solve practical problems. This part of the questions requires students to comprehensively use knowledge to solve practical problems, and also requires students to be rigorous in thinking. The students have a lot of problems, and the overall analysis ability of mathematics test questions is weak, and they lose a lot of points. Problems 3, 4 and 5 lose more points because students don't grasp the information given to us by the questions as a whole; Students' comprehensive analysis, understanding and spatial imagination abilities were examined, which exceeded the basic abilities of most students and led to students' mistakes. This point is worthy of attention in the future teaching process.
Four. Future improvement measures:
"Everyone learns valuable mathematics, everyone can get the necessary mathematics, and different people have different developments in mathematics." This is a teaching and education concept that everyone agrees with. In the future classroom teaching process, we should do the following:
1, based on textbooks and rooted in life. Seriously study textbooks, start with life mathematics, and strive to improve students' self-confidence and interest in mathematics. This is the basis of our teaching. In teaching, we should not only take textbooks as the basis, but also firmly combine the basic knowledge of mathematics with life, so that students can know more about mathematics in life and solve problems in life with mathematics.
2. Pay attention to the process and cultivate the ability. The result is important, but the process is more important. Ability is formed and developed in the process of learning. In normal teaching, teachers should provide students with learning materials as much as possible to create opportunities for autonomous learning. Make a feasible plan for the disadvantaged groups in learning, enter low and excel high, and attract them with the beauty of mathematics. Especially in the comprehensive practical activities, students' thinking should be fully displayed, problems should be analyzed by themselves, and solutions should be designed to improve the effectiveness of teaching. Do more and practice more, attach importance to connecting with real life, expand thinking, and flexibly turn knowledge into skills.
3. Strengthen the foundation and habits. Paying attention to the basic mathematics and strengthening the basic mathematics training are the magic weapons to learn mathematics well. Such as: oral calculation, quick calculation, clever calculation in calculation, memorizing common values, etc. In addition, it is necessary to regularly check and fill the gaps for students, scientifically compile some simple materials that can strengthen the learning effect, set some obstacles for students to solve problems, let students solve these problems through thinking and exploration, and test, evaluate and correct them from time to time. At the same time, pay attention to the cultivation of students' study habits. Such as; Estimation, checking calculation, examination questions, inspection methods, etc.
4. "Double basics" lead, explore and innovate. Combining with students' reality, training mathematics teaching should not only enable students to acquire basic knowledge and skills, but also pay attention to guiding students to explore independently and cultivating students' ability to consciously discover new knowledge and laws. This will not only enable students to have a deep understanding of knowledge, but also enable students to learn the scientific methods of exploration in the process of exploration. Let students ask questions, analyze problems and solve problems in active and comprehensive inquiry, which not only broadens the breadth of knowledge, but also cultivates students' ability to apply mathematical knowledge to solve practical problems.
5. Pay attention to life and cultivate practical ability. Strengthening the connection between teaching content and students' life and making mathematics come from life is an important content of mathematics curriculum reform. Do more topics related to life, lead students' learning to life and society, and thus effectively cultivate students' ability to solve practical problems.