Analysis of the Final Examination Paper of Grade Two Mathematics Volume (1)
Judging from the arrangement of this exam, it can be said that the content is comprehensive, covering the knowledge points of nine units in the second volume of mathematics in grade two of primary school, highlighting the key points and difficulties. Test questions are closely related to students' real life. This kind of thinking is helpful to examine students' mastery of basic knowledge and ability of mathematics, and to guide and cultivate teaching methods and learning methods.
Judging from the students' answers, we should pay attention to interest, practicality, innovation and operability. It embodies the spirit of the new curriculum reform in this discipline and highlights the cultivation of students' mathematical ability. From the knowledge point of view, students have a good grasp of the key knowledge of each unit, and most students score a lot. Students can answer questions correctly, and the papers are neat and easy to read. The disadvantage is that students' scores are concentrated: fill in the blanks with the fifth, sixth, ninth, 10, 1 1, 12 small questions; True or false 1 and 2; The second and fourth sub-questions of multiple-choice questions; The second small problem of operation. Among these questions in the fill-in-the-blank question: Question 5 examines students' understanding of the picture. How many times is one number more than another? The reason for the mistake is that the understanding is not thorough. Question 6 examines the number of students, and some students are very confused. The ninth question is about the multiple change of age. Some students have a poor foundation. In the question 10, several students have a weak grasp of diagonal type. In the questions 1 1 and 12, students are not careful and easy to make mistakes. Questions 1 and 2 of the judgment questions and questions 4 and 5 of the multiple-choice questions are skillfully done, and there is only one sentence about right and wrong, so many students jump to conclusions and make mistakes without looking carefully. Some students still have problems with the translation of the second sub-question of the operation problem. In solving problems, students need to know the words in the topic and understand the meaning of the topic. There are very few students with learning difficulties who have little literacy and poor reading comprehension ability, so they can't accurately understand the meaning of the questions and make mistakes.
Future improvement measures: Through this math midterm exam, we can not only fully understand the basic situation of students' math knowledge and ability, but also be of great help to future teaching.
1, strengthen the spiral rise of knowledge system and highlight the knowledge focus of each unit. This exam is based on basic knowledge, comprehensive and focused. The types of questions are flexible and diverse, with appropriate proportion and reasonable depth. In the future, we should strengthen the practice of various questions and cultivate the ability to draw inferences from others.
2, close to students' real life, reflecting the application value. According to the spirit of the new curriculum standard, this test selects materials close to the reality of school life, and shows boring knowledge in the form of filling in the blanks, multiple-choice questions, judging questions and solving problems, which is the necessity, practicability and application value of students' learning mathematics knowledge.
3. Pay attention to the examination of various abilities. This test uses different mathematical knowledge carriers to comprehensively and systematically examine students' abilities of calculation, operation, observation and thinking, judgment and flexible use of mathematical knowledge to solve practical problems in life. In teaching, we should strengthen the training of students' abilities in these aspects, especially the ability to carefully examine questions, so as to effectively improve students' math scores.
Analysis of the Final Exam Paper of Grade Two Mathematics Volume (2)
This test paper basically covers the basic knowledge points of mathematics in this book, and pays attention to students' ability to apply knowledge flexibly and flexibly as well as their ability to think and solve practical problems in mathematics. On paper, this paper can be divided into two categories. The first category is basic knowledge, which is tested by filling in the blanks, choosing, oral calculation and calculation. The second category is the ability to solve practical problems, which is reflected by applying problems and trying.
1. Statistics of basic inspection data
Number of participants in the whole year: 178, with an average score of 89, passing rate of 98% and excellent rate of 58%.
2. Analysis of the specific situation of the test questions
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.
In addition to the usual oral calculation and calculation, this calculation exam adopts different methods. Through this test, I realized that students' computing habits really need to be cultivated.
3. At ordinary times, let students do more hands-on operations, learn to use knowledge flexibly from their own operations, let students be in an interesting mathematical activity, and encourage students to solve problems with their own wisdom, which reflects profound humanistic care.
4. The materials are close to life and evaluate the students' ability to connect with life. For example, question 5, item 2.3, laughs upstairs, the tiger adds, and item 6, tests the paper. Starting from students' familiar reality and knowledge and experience, select things and things around children, so that students can realize the value and fun of learning mathematics.
3. Students' answer analysis.
1, disadvantages:
(1) Some students are careless in calculation, and there are still mistakes or omissions in copying materials; Especially in the vertical calculation of columns, the transverse results are missing or wrong; I accidentally miscalculated the answer in the calculation.
(2) When students look at the questions, they start to do them carelessly without knowing the meaning of the questions, which leads to too many simple calculation mistakes.
(3) Students' ability to solve practical problems is too poor, and their knowledge is too dead, so they can't flexibly use Item 2.5 of the fifth question. Only a few students answered correctly, and only a few students came up with the sixth big question.
2. Achievements:
(1) It can be seen from this article that students' basic calculation is generally good, indicating that students have mastered the knowledge learned in the previous paragraph.
(2) Most students can answer questions correctly as required and have certain ability.
(3) Students' writing is generally good.
Four. Direction of future efforts and improvement measures.
1. Cultivate students' good habit of solving problems. Reduce the phenomenon that students are not careful in examining questions, misread symbols, miss writing questions, and the test paper reflects the writing results due to bad study habits.
2. Pay attention to the teaching of basic arithmetic and basic concepts. In teaching, we should reduce mechanical and monotonous repetitive training, and design multi-level variant training to improve students' correct and comprehensive understanding of concepts. Reduce students' loss of points caused by incorrect or one-sided understanding of concepts.
4. Pay attention to students' learning process, and let students have the opportunity to experience mathematics. For students? Do what? The opportunity of mathematics allows students to experience mathematics and experience mathematics in the process of learning. Mathematics learning, especially the learning of new concepts and methods, should provide specific situations for students to experience mathematics in actual operation, arrangement, analysis and exploration.
5. Give students time to think. 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 think positively. The teacher's responsibility is more to provide students with opportunities to think and leave students with time and space to think.
Analysis of the Final Examination Paper of Grade Two Mathematics Volume (III)
First, the basic inspection data statistics
Number of participants in the whole year: 178, with an average score of 89, passing rate of 98% and excellent rate of 58%.
2. Analysis of the specific situation of the test questions
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.
In addition to the usual oral calculation and calculation, this calculation exam adopts different methods. Through this test, I realized that students' computing habits really need to be cultivated.
3. At ordinary times, let students do more hands-on operations, learn to use knowledge flexibly from their own operations, let students be in an interesting mathematical activity, and encourage students to solve problems with their own wisdom, which reflects profound humanistic care.
4. The materials are close to life and evaluate the students' ability to connect with life. For example, question 5, item 2.3, laughs upstairs, the tiger adds, and item 6, tests the paper. Starting from students' familiar reality and knowledge and experience, select things and things around children, so that students can realize the value and fun of learning mathematics.
3. Students' answer analysis.
1, disadvantages:
(1) Some students are careless in calculation, and there are still mistakes or omissions in copying materials; Especially in the vertical calculation of columns, the transverse results are missing or wrong; I accidentally miscalculated the answer in the calculation.
(2) When students look at the questions, they start to do them carelessly without knowing the meaning of the questions, which leads to too many simple calculation mistakes.
(3) Students' ability to solve practical problems is too poor, and their knowledge is too dead, so they can't flexibly use Item 2.5 of the fifth question. Only a few students answered correctly, and only a few students came up with the sixth big question.
2. Achievements:
(1) It can be seen from this article that students' basic calculation is generally good, indicating that students have mastered the knowledge learned in the previous paragraph.
(2) Most students can answer questions correctly as required and have certain ability.
(3) Students' writing is generally good.
Four. Direction of future efforts and improvement measures.
1. Cultivate students' good habit of solving problems. Reduce the phenomenon that students are not careful in examining questions, misread symbols, miss writing questions, and the test paper reflects the writing results due to bad study habits.
2. Pay attention to the teaching of basic arithmetic and basic concepts. In teaching, we should reduce mechanical and monotonous repetitive training, and design multi-level variant training to improve students' correct and comprehensive understanding of concepts. Reduce students' loss of points caused by incorrect or one-sided understanding of concepts.
4. Pay attention to students' learning process, and let students have the opportunity to experience mathematics. For students? Do what? The opportunity of mathematics allows students to experience mathematics and experience mathematics in the process of learning. Mathematics learning, especially the learning of new concepts and methods, should provide specific situations for students to experience mathematics in actual operation, arrangement, analysis and exploration.
5. Give students time to think. 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 think positively. The teacher's responsibility is more to provide students with opportunities to think and leave students with time and space to think.
General model essay on work summary of mathematics teachers and researchers 1
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