First, the guiding ideology of the final exam proposition
1. The test proposition is based on the Mathematics Curriculum Standard for Full-time Compulsory Education (Experimental Draft), mainly referring to the textbooks and teachers' books for the first grade (seventh grade) of junior high school published by China Normal University.
2. The proposition is an examination of the basic knowledge and skills of the subject, which fully embodies the concept of the new mathematics curriculum:
-Everyone learns valuable mathematics!
Everyone can get the necessary math!
-Different people get different development in mathematics!
3. Pay attention to examining students' ability to explore subject knowledge and understand subject thinking methods; Test questions should be linked with social reality and students' life reality, reflecting the times, education and humanity.
4. Based on students' development, promote students' all-round, sustained and harmonious development, comprehensively improve the quality of mathematics teaching in senior one, and embody quality education.
Second, the basic characteristics of the test questions
1. fully reflects the orientation of mathematics curriculum reform in compulsory education stage;
2. Based on the teaching materials, dig deep into the evaluation value of the teaching materials;
3. Pay attention to students' development and attach importance to the core content and basic ability of mathematics;
4. Pay attention to cultivating students' consciousness of using mathematics;
5. Design some questions combining with the real situation and open questions;
6. Highlight the application of mathematical thinking methods and effectively distinguish the learning effects of students with different thinking levels.
Third, the test paper structure and question type
The final examination paper of junior high school grade one (grade seven) (grade one) is divided into a paper part (20 points) and a closed part (80 points), of which the open part is divided into an independent part (12 points) and a cooperative part (8 points), which is completed one week before the final unified examination; The examination time for the closed-book part is 90 minutes, with 20 points for filling in the blanks (1~ 10), 20 points for multiple-choice questions (1~ 20) and 40 points for solving questions (2 1~25).
Fourth, the difficulty distribution of test questions
Test questions are divided into easy questions, slightly difficult questions and relative difficult questions according to their difficulty. The distribution of test paper difficulty is easy questions accounting for about 60%, slightly difficult questions accounting for about 30% and relatively difficult questions accounting for about 10%. The total difficulty coefficient of the test questions is controlled above 0.70.
Five, closed part of the two-way list
Sixth, quantitative analysis of test papers
Note: (1) Lower limit score of each score segment:
(2) The formula for calculating the dynamic coefficient α is:
α = [A equal share× 6+B equal share× 4+C equal share× 2+D equal share×1+E equal share× (-1)] > total number.
Seven, test paper sampling analysis
There are 8935 candidates taking the exam in the county. In marking papers, we randomly selected 100 test papers from experimental junior high school, Hongqiao Yifu Middle School 100 test papers and Houyang Middle School 100 test papers for statistics. The county's difficulty value is 0.763, and the scores of each question are shown in the following table:
Eight, qualitative analysis of test papers (the main mistakes and reasons of students' answers)
(1) Fill in the blanks (1- 10)
Questions 6, 8 and 9 are all missing, and the most mistakes are questions 4 and 6.
The reasons for the mistakes are as follows: (1) Students lack ideas to solve practical problems, and students who make mistakes cannot turn practical problems into mathematical problems; (2) Students' thinking is not comprehensive enough; (3) A few students simply can't understand the meaning of the question. (4) Students' understanding of the meaning of the question is biased.
(2) Multiple choice questions (1 1-20 questions)
The most mistakes are five small questions 15, 16, 17,18,20.
15 is wrong because: (1) students' understanding of the highest item is wrong; (2) Students misread the meaning of the problem in the process of solving the problem.
The reasons for 16 errors are as follows: (1) Usually, there may be more training on this kind of problems, and students don't understand the "representation of numbers" enough; (2) Students reverse the left and right order in the process of solving problems.
The reason why 17 is wrong is: (1) Because the object diagram is not separated from the three views on the test paper, students only pay attention to the three views and don't know which object to look at. (2) Students usually only pay attention to vertical cylinders, but are not familiar with horizontal cylinders. Some students solve problems based on past experience and don't understand the meaning of the problem at all.
18 is wrong because: (1) students don't understand "interest tax"; ② The student's calculation is wrong.
The reason for the mistake in question 20 is that students have not mastered the whole replacement method, especially the middle and junior students have great difficulty in understanding and mastering this knowledge.
The statistics of the wrong options in each multiple-choice question are as follows:
(3) Solving problems (2 1-25)
There are many mistakes in sub-questions 23, 24 and 25(2).
The reason that the item 2 1 is wrong is that the symbol error is the key point of calculation.
The reason for the mistake in question 23 is that the law can be found, but the application of the law is somewhat unfamiliar.
The reason for the mistake in question 24 is that one of the conditions in question (3) is difficult to grasp. The key is that students confuse the identification of parallel lines with the nature of parallel lines, and the confusion with conditions leads to more mistakes in adding conditions.
The reason why question 25 is wrong is that (2) the second part of the question finds the law. Although this problem has appeared in the guidance of learning method, middle and lower grade students still can't draw effective rules.
Nine, the evaluation of the test paper
This paper well implements the concept of new curriculum standards and well embodies the intention of compiling experimental teaching materials. In addition to the extremely reasonable difficulty and breadth of the test questions, new explorations have been made in many aspects:
1, add the uncoiling part.
The traditional mathematics examination paper often only pays attention to the memory of students' basic mathematics knowledge and the imitation of basic skills, and it is impossible to open it. This paper designs the open-book part, which is completely in line with the change of mathematics teaching objectives, from focusing only on students' knowledge and skills to paying more attention to students' basic mathematics literacy, including the methods of learning mathematics and the ability of cooperation and communication in learning. The two parts of "self-study" and "cooperation and communication" in the open-book part can make all students actively participate, and at the same time can guide students to pay attention to cooperation and communication and improve their ability to obtain information.
Step 2 get in touch with real life
The new curriculum reform requires that mathematics teaching be close to students' real life. This volume well reflects this point, including economic issues (18), investigation and statistics (22), learning activities (3) and the development of science and technology in the motherland (3), which well reflects the application value of mathematics and the patriotic education function of the test paper.
3. Exploratory and open questions have been added.
Some questions in this volume only give the question situation, and the answers are not unique, which makes students more independent and challenging. Examining students' mathematical thinking methods such as observation, analysis and induction greatly increases the proportion of such questions, which is not available in previous mathematics papers. For example, questions 9 and 10, item (4) of question 22, item (3) of question 24, item (1) of question 25 and the whole open-book part.
4. Pay attention to students' emotions and emotional experiences.
Paying attention to students' emotion and emotional experience is one of the goals of the new curriculum reform, and this volume has also made a useful attempt in this regard. For example, the question 10: Please express your feelings about learning mathematics this semester in one sentence. In addition, the design of the ending sentence and the opening sentence of the paper also gives full play to the educational function of the paper.
5. Recommendations:
(1) Can you put some topics that combine modern science and technology in the test questions?
(2) In order to reflect the development of different students, whether the distribution of test questions can increase multiple-choice questions and intelligent questions.
X. Suggestions for future teaching
1, learn new curriculum standards and popularize new ideas.
In-depth study of the new concept of curriculum standards, bold exploration of new teaching methods, especially for all students to learn valuable and challenging mathematics, and strive to improve students' learning ability of "independence, cooperation and inquiry".
We should aim at improving students' basic mathematics literacy, take classroom teaching as a foothold, create a classroom teaching model that adapts to the new curriculum reform, actively create a good teaching situation, and let the classroom "attract" every student to actively participate in mathematics activities, so as to really improve classroom teaching efficiency.
In the future mathematics teaching, we should start from three aspects:
(1) On the basis of further improving classroom learning methods, strengthen students' autonomous learning, so that students can not only master the necessary mathematics knowledge, but also learn to discover mathematics knowledge from real life and learning, and link mathematics learning with solving practical problems, truly embodying "learning knowledge from life and linking life with knowledge".
(2) In order to reflect that "everyone learns useful mathematics, and different people have different development", in teaching, it is necessary to grasp the learning of all students, have the same requirements for students of different levels, and have different learning methods to guide them, especially for some students with poor level, to understand their learning "obstacles" so that they can keep up with the development of all students in time and not become more polarized.
(3) Take "double basics" as the main line, appropriately increase some in-class and after-school activities to cultivate students' practical ability; In the usual teaching, we should change the evaluation method, combine teacher evaluation, classmate evaluation and parents evaluation, and integrate teaching materials and teaching methods so that teachers, classmates and parents can jointly promote the development of students.
2. Correctly handle several relationships.
(1) Correctly grasp the relationship between new curriculum standards and teaching materials.
Take curriculum standards as the main line of teaching, respect teaching materials, and don't be superstitious about teaching materials. Textbooks are not the blueprint of teaching, but the materials and clues of our teaching. In teaching, we only use textbooks for teaching, not teaching textbooks.
(2) Correctly grasp the relationship between teaching materials and teaching contents.
According to the actual situation of students, use teaching materials creatively, and arrange and set teaching situations reasonably according to teaching objectives. Textbooks cannot be teaching plans. In preparing lessons, we can integrate teaching materials according to the specific conditions of the students we teach, rationally design teaching methods, focus on cultivating students' ability, take students' development as the main teaching goal, and make good use of teaching materials, but we don't have to trust them too much.
(3) Correctly grasp the relationship between curriculum objectives and teaching requirements.
Teaching requirements should obey the curriculum objectives, but they cannot be equal; The teaching goal in the curriculum standard is the ultimate goal. In teaching, we should pay attention to the stage goal. Don't reach the goal of knowledge in one step, and don't stay at the current level. According to the students' existing ability and future development trend, the ultimate goal of teaching is gradually completed.
(4) Correctly grasp the relationship between accepting teaching and exploring teaching.
In the new curriculum teaching of senior one, in order to cultivate students' ability and development, inquiry teaching method is generally the main teaching method, but it is not the only teaching method, and it is not necessarily used in every class. Some students who don't need to explore can teach directly and accept it. The key is how to carry out acceptable teaching on the basis of inquiry teaching, so that these two teaching methods complement each other.
3. Several issues that need to be highly valued.
(1) Correctly understand the curriculum standards, textbooks and assignments.
In teaching, we should not blindly let students learn the content of the new curriculum. It is necessary to appropriately supplement the knowledge in some old textbooks, constantly enrich students' mathematical knowledge, and pay attention to the scientific nature of mathematical knowledge. However, we should not take the knowledge in the old textbooks as the standard and overemphasize the rigor of knowledge. The two complement each other, so that students can master the mathematics knowledge they have learned on the one hand and the methods of learning mathematics on the other hand in the process of continuous development, laying a good foundation for future development. In addition, we should pay attention to the standardization of solving problems and cultivate students' thinking mode of solving problems. Students should not use too many supplementary teaching materials, students can unify one and let them study simultaneously.
(2) Pay attention to teaching students in accordance with their aptitude and face all.
In teaching, we should not only pay attention to a few students, but also to all students, which requires teachers to change teaching methods and improve all students.
(3) The evaluation of classroom teaching should be reasonable.
In class, students' questions or answers should be properly evaluated. There is no need to say "yes" every time. There are some encouragements in encouragement and some encouragements in negation to ask students questions.
(4) Cultivate ability, develop intelligence and attach importance to the teaching of mathematical thinking methods.
In teaching, teachers must deal with the relationship between knowledge, ability and intelligence, and promote their coordinated and unified development.
Teachers should consciously cultivate students' ability to establish subjective consciousness, and cultivate students' awareness of participation, problems and initiative to acquire knowledge. Teachers should consciously implement the teaching process of mathematics as the teaching process of thinking methods, so that students can actively participate in the whole teaching process and develop their abilities in the process of learning mathematics knowledge.
(5) Comprehensive requirements, strict training and organic ideological education.
Teachers should grasp the key points, difficulties and keys according to the requirements of the new curriculum and the reality of students. The problem-solving process and expression format should be strictly in accordance with the norms.
Mathematics teaching is a part of school education, which should be based on the harmonious development of students. Teachers should combine the teaching contents and characteristics of mathematics and organically educate students, which has always been the fundamental task of mathematics teaching. It is necessary to explain the essence of mathematical knowledge and its relationship from the viewpoint of dialectical materialism, so that students can understand that mathematics comes from practice and in turn acts on practice, and the content of mathematics is moving, changing, interrelated and transformed; It is necessary to introduce the great achievements of mathematicians in ancient and modern China in combination with relevant contents, and understand China's national conditions and construction achievements through practical teaching problems.