Second, the students' basic test situation is as follows: Generally speaking, students can play their own practical level in the test, the pass rate is over 96%, and the excellent rate is about 55%.
1, in the basic knowledge, the situation of filling in the blanks is basically good. It should be said that the question type is very good, and the students have practiced it before, so the accuracy rate is high, which also shows that the students have initially established a sense of numbers, and their ability to understand and recognize numbers has developed to a certain extent. The cultivation of students' good thinking lies in doing math problems like this, changing the previous questions, and mobilizing students' thinking well, which students lack, leading to serious loss of points.
2. In addition to the usual oral calculation and recursive calculation, the most important thing in this calculation test is that students edit their own questions and calculate them in different ways. Through this test, I realized that students' computing habits really need to be cultivated.
3. For practical problems, it is very important to cultivate students' reading ability. Reading and analyzing the meaning of questions by yourself is an indispensable ability. Unfortunately, many students clearly know how to do the questions, but they lose points because of the lack of this ability.
In addition, let students operate more and learn to use knowledge flexibly from their own operations. There is a certain gap in this respect.
Third, suggestions for future teaching
Judging from the direction of the examination paper, I think we can improve teaching in the following aspects:
1, based on textbooks and rooted in life. Textbooks are the basis of our teaching. In teaching, we should not only take textbooks as the basis, but also infiltrate the key and difficult points of textbooks in a down-to-earth manner, and do not ignore some knowledge that we think is irrelevant. On the basis of teaching materials, we should closely connect with life, let students know more about mathematics in life and solve life problems with mathematics. Moreover, it should be consciously integrated with junior high school mathematics in the teaching of higher mathematics.
2. In teaching, we should pay attention to highlighting students' learning process and cultivating students' analytical ability. In normal teaching, teachers should provide students with learning materials as much as possible to create opportunities for autonomous learning. Especially in the teaching of application problems, we should fully display students' thinking, analyze problems by ourselves, design problem-solving strategies, and do more training such as analysis and compilation, so that some students can change from "fear" to love application problems.
3. Do more and practice more to effectively cultivate and improve students' computing ability. There may be nothing wrong with asking students to say the math questions, but sometimes they do the questions by their own intuition, unreasonable and without thinking about the reasons. This can be clearly reflected in the test paper. Students' ability to eliminate computational interference. .
4. Paying attention to life, cultivating practical ability, strengthening the connection between teaching content and students' life, and making mathematics come from life are important contents of mathematics curriculum reform. Do more topics related to life, lead students' learning to life and society, and effectively cultivate students' ability to solve problems.
5. Pay attention to the process and guide exploration and innovation. Mathematics teaching should not only enable students to acquire basic knowledge and skills, but also focus on 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 know not only why they study, but also why.