A, surface analysis:
The first big question: fill in the blanks happily. (65438+ 0 point per grid)
1 small question, ***2 points, examine the meaning of the reciprocal. The first blank is to find the reciprocal of the score, which is basically correct except for accidentally writing the wrong number. The second blank is to find the reciprocal of the decimal. Many students won't divide decimals by numbers, so they will miss scores.
The second question, ***4 points, examines the unit conversion. Some students have the first one empty, 450 cubic meters =(450000) cubic decimeter, and 1 zero is missing after 450000.
The third question, ***3 points, examines the quantitative relationship between A and B. Six students can't find the unit "1", and the quantitative relationship is incorrectly expressed, so they lose points.
Question 4. What is the score of a number? What is the fraction of a known number? Find this number. Some students fail to master this part of knowledge and lose points.
The fifth question, ***4 points, examines students' mastery of the basic properties of fractions, the law of constant quotient in division and the nature of ratio. Some students don't master well and lose points.
Question 6, ***3 points, a rope is 8 meters long, using a quarter, using (2) meters, leaving (3/4) the total length; If we use another quarter of a meter, there will be (5.75) meters left. Many students lost points in the second blank and the third blank, and they don't understand why they used a quarter and left three quarters.
The seventh question, ***4 points, examines that the product of a number and a number less than 1 is less than this number, and the product of a number and a number greater than 1 is greater than this number. Some students are too lazy to remember and count, so they lose points.
The eighth question, ***2 points, know the ratio of the sum of the inner angles of a triangle to the number of three angles, and find the degree of the largest angle. This is a question of proportional distribution, some students have not mastered it and it is not worth scoring.
Question 9, ***3 points, check the students' mastery of the sum of edges, surface area and volume of a cuboid, and the score rate is high.
10: 2 points, * * *, 8 grams of white sugar is completely dissolved in 40 grams of water, and the mass ratio of white sugar to sugar water is (1: 6). Some students filled in 8: 48 without changing it into the simplest integer ratio.
The second biggest problem: careful judgment.
These small questions are usually done many times, but the error rate is still very high, indicating that students' mastery of knowledge is not solid. Especially in the fourth question, when the unit "1" changes, the ratio will also change, so we need to strengthen our practice. ?
The third problem: choose carefully.
In 1 and 3 questions, the students' error rate is relatively high, which shows that the efficiency of class is not high at ordinary times, and it also shows that students don't know enough details at ordinary times. ?
The fourth question: calculate the square. ?
1 Write numbers directly. Decimal subtraction has a high error rate, so you should practice more.
The second and third questions, seeking comparison and simplifying comparison, seem to be simple questions, and students lose more points, which shows that the knowledge of Unit 3 is superficial.
Question 4, the calculation of fractional multiplication and division, some students' calculation results have not been simplified, indicating that simplification has not been mastered well.
The fifth question: graphic calculation.
To find the volume of cube and the surface area of cuboid, some students have written formulas, and the calculation is wrong. Some students lost points because they didn't add the unit name or the unit name was wrong, and the score was not ideal.
The sixth question: solve the problem.
Students' ability to analyze, solve, calculate and comprehensively use knowledge is examined, but students lose serious points, some students can't analyze problems, and some students have poor calculation ability. ?
Generally speaking, students' knowledge of the first three units is not good enough, and there is still much room for improvement. It may be that there are too many knowledge points, the students' foundation is too poor, and their ability to accept knowledge is too weak. Some students mastered it at that time and learned too much knowledge, which was a bit confusing.
Second, the analysis of test scores
? Generally speaking, students' grades have improved compared with when they entered the class, but there is still room for improvement. There are 2 1 person above 85, 60 ~ 85 18, and 22 people below 60.
Third, improvement measures:
1, pay attention to students' understanding and mastery of basic knowledge, and practice the transformation of basic knowledge and concepts.
2. Strengthen the induction and summary of knowledge points, remember an example corresponding to a knowledge point, combine knowledge points with examples, and gradually improve proficiency in memory.
3, do more exercises, check for leaks, give individual guidance on individual problems, and solve problems in class.
4, repeat the questions, let students learn one-on-one, help each other, and strive for everyone to pass.
5. Pay more attention to poor students, ask more questions to students with difficulties in the class, encourage them at any time, and help them build up their self-confidence.
6. Cultivate students' good study habits.
? Through this exam, we will deeply reflect on ourselves, strengthen students' mastery of basic knowledge, and strive to make most students master computing ability skillfully to ensure that they do not lose points in calculation. Strengthen students' understanding and application of concepts. Strengthen the cultivation of students' ability to analyze and solve problems, and let most students analyze and solve problems as much as possible. Strengthen students' comprehensive ability to use knowledge. The analysis of fill-in-the-blank questions, true-false questions and multiple-choice questions is not blind, but should guide thinking and correctly understand the meaning of the questions.
As a teacher, on the one hand, we should dig deep into the teaching materials, grasp the difficulties of each unit and each knowledge point, persist in producing results in 40 minutes, do a good job in cultivating outstanding students, and also let students with learning difficulties learn some mathematics knowledge. We should consult more senior teachers, study more, learn good teaching experience, and learn how to make students adapt to this fast teaching method and master knowledge points solidly.