Dazhai No.1 Middle School Gaoyuan Festival

First, the analysis of test questions

1, overview of test questions

This set of senior high school entrance examination papers focuses on the most basic and core content in the curriculum standards, that is, the most important core ideas, thinking methods, basic concepts and common skills that all students must master in the process of learning mathematics and applying mathematics to solve problems, highlighting students' basic mathematical literacy. Pay attention to students' cognitive ability, but pay attention to the fairness of test materials and test paper forms to each student. For example, some problems in the test paper can be solved by algebraic knowledge and methods, and also by geometric knowledge and methods.

This set of questions has ***23 questions and * * * 3 questions:

Multiple choice questions (1- 10 questions, * * 10 small questions, 3 points for each question, * * 30 points);

Fill in the blanks (1 1- 15, * * 5 small questions, 3 points for each question, * * 15 points);

Answer questions (16-23 questions, * * 8 questions, 8 points, 9 points, 9 points, 10 points, 18 points, * * 75 points).

2. Analysis of test questions

The examination content not only considers the coverage of knowledge, but also highlights the examination of basic knowledge, core content and basic ability. The scores of number and algebra, graph and geometry, statistics and probability, synthesis and practice in the test paper are consistent with the teaching practice. The test questions are divided into three categories: multiple-choice questions, fill-in-the-blank questions and solution questions, and the proportions of these three types of questions are 25%, 12.5% and 62.5% respectively. The distribution of subjective and objective questions is reasonable, and the amount of questions is moderate, leaving students considerable time for thinking and exploration. The difficulty of the test questions in the test paper is presented in a progressive way, which is divided into basic questions, medium questions, difficult questions and difficult questions. The gradient layout of test questions is reasonable, which is conducive to distinguishing students of different levels and giving consideration to the functions of academic level examination and selective examination.

Second, the characteristics of the test questions

The examination paper not only maintains the stability of our province's enrollment proposition over the years, but also embodies the innovative ideas required by the curriculum standards. Pay attention to students' mastery of core knowledge and skills, especially the ability to analyze and solve problems in specific situations, strengthen the connection between test questions and social reality and student life, and provide students with opportunities to creatively solve problems by comprehensively applying basic knowledge, basic skills and basic mathematical thinking methods. Generally speaking, it has the following characteristics:

1 not only applies to all students, but also reflects the different development of different students in mathematics.

Pay attention to the examination of basic knowledge, basic skills, basic thinking methods and basic activity experience, pay attention to mathematical thinking and avoid complex operations. At the same time, the test questions show a certain gradient, and the students' mathematical thinking ability is examined from many directions and angles. For example, the problem of 2 1 (1) examines how to find the analytic formula of a function by using the undetermined coefficient method, which is one of the core contents of the function and can be easily solved by most students. For the second question, students can use the data in the table to find the analytical formula of quadratic function, and then find the maximum value by matching method; Students who have a good understanding of the mathematical nature of the function can also get the correct answer by observing the table and making simple calculations by using the properties of the function. Obviously, the latter will greatly save valuable examination time, but also show strong mathematical ability and high mathematical literacy.

2. The background of the test questions is realistic, highlighting the characteristics of the local times and emphasizing the application of mathematics.

The background of the second and fifth questions in the examination paper is the achievements made in the economic development of our province in recent years, which has distinct characteristics of the times. The background of 17 in the test paper is about the treatment of poplars flying all over the sky in alternate seasons of spring and summer. This hot issue from reality makes students deeply realize that there is mathematics everywhere in life. By solving problems, we can examine students' data analysis and processing ability, and at the same time enhance students' understanding that mathematics comes from life and is applied to life.

3. Examine mathematical thinking methods and pay attention to innovation.

Taking specific test questions as the carrier, this paper focuses on the understanding and application of mathematical thinking methods such as combination of numbers and shapes, analogy and classified discussion, which not only pays attention to the innovation of test questions, but also provides students with space for creative problem solving. For example, on the basis of classified discussion, there are many problem-solving methods for students to choose from. Another example is 18. Through the setting of open questions, students' hands-on operation ability is considered, and the thinking methods such as mathematical understanding, operational analysis ability, classified discussion and combination of numbers and shapes are infiltrated.

4. Examine the problem-solving ability with geometric intuition.

The 20th question of the examination paper, "Uneven Bars, a competitive event of women's gymnastics", uses geometric figures abstracted from the characteristics of objects in life to examine students' ability of thinking and reasoning with the help of geometric values, and permeates the idea of modeling. In daily teaching, teachers should pay attention to guiding students to observe the world from a mathematical point of view, analyze and solve problems in the real world with mathematical thinking methods, and form certain problem-solving strategies.

5. Pay attention to the assessment of learning process and guide classroom teaching.

Pay attention to the way of thinking, the level of thinking and the understanding of relevant knowledge and methods in the process of mathematics learning. For example, in question 22, the congruence of analogy (1) can be solved by similarity. On the basis of analogical exploration and reasoning judgment of the first two questions, the learning experience formed can be applied to the problem in question (3) through mathematical thinking. This also leads teachers to pay more attention to students' learning process, infiltrate mathematical thinking methods, strengthen the connection between different mathematical knowledge and the similarity between different mathematical methods, improve students' understanding of the inherent unity of mathematical knowledge, and cultivate students' higher mathematical thinking level and strong ability to analyze and solve problems.

6. Infiltrate mathematical culture and play an educational role.

Mathematics is an important part of human culture. Carrying forward the traditional mathematics culture in China can not only enhance students' national pride, but also play an irreplaceable role in cultivating students' patriotic feelings, attitudes and values. The sixth question of the examination paper introduces the "surplus and deficiency" in Nine Chapters Arithmetic, the earliest peak work of applied mathematics in the history of human science, and enhances students' understanding of China's ancient mathematical achievements, thus giving full play to the educational function of mathematics.

Thirdly, the math scores of classes 9.4 and 9.5 are analyzed.

? 1, average score, pass rate and other data statistics.

There are 45 reference students in Class 9.4, with an average score of 35. 1333.

Four people passed, and the passing rate was 0.0889.

The number of excellent people is 0, and the excellent rate is 0.

The highest score is 86, and the lowest score is 0.

There are 48 reference students in Class 9.5, with an average score of 33. 125.

Seven people passed, and the passing rate was 0. 1458.

The number of excellent students is 1, and the excellent rate is 0.2083.

Maximum score 100, minimum score 0.

4. What are the problems reflected in the test results?

Because we can't see the students' papers, we can't analyze the scoring rate and failure rate of each question. The following are the reasons why students lose points in the exam:

1, there is something wrong with the multiple-choice answer sheet, which can't be recognized after scanning, 0 point;

? 2. The answer is not answered in the position specified in the answer sheet;

? 3. The font is too small, the handwriting is unclear, untidy and messy;

? 4. Missing key steps in solving problems leads to losing points;

? 5. In the solution of the geometric proof problem, the auxiliary line is not drawn, and the angle is expressed by numbers, but it is not marked on the graph of the answer sheet;

? 6. Poor mastery of basic knowledge and skills, incomplete consideration of problems, unclear thinking, poor computing ability, and inability to keep up with the speed and quality of problem solving.

Five, the future teaching suggestions and improvement measures

1, future teaching direction

During the review period, we should study the new curriculum standard with students, make clear the examination direction, grasp the proposition direction, pay attention to the cultivation of students' ability, prepare students more when preparing lessons, make math classes more interesting, pay attention to students' practice, combine the study of "student-oriented education", try to build a "student-oriented classroom", test basic knowledge, analyze and feedback students in time, and arrange more calculation classes to improve students' calculation ability. Strengthen the training of speed and quality in solving problems. Pay special attention to underachievers, communicate more, give more guidance, and find ways to help them have an interest in learning mathematics, and focus on learning basic knowledge so as not to get a particularly low exam.

From the analysis of the test paper, the mathematics test paper is not as difficult as expected, and the test paper is highly applicable. In the review stage, we should take pains to sort out the basic concepts, axioms and formulas in the textbook, and we should not blindly grasp the big and put the small. It is necessary to list the review outline of each chapter, deepen the impression by reading, copying and recording, and understand the concepts that are easily confused thoroughly. For individual students, we should also "take pleasure in suffering, grasp it repeatedly and record it"

Instruct students to make up a set of wrong questions and practice them repeatedly. During the preparation period, if they want to improve their grades, they have to reduce their error rate. In addition to timely revision and comprehensive and solid review, the key issue is to find out the causes of mistakes, constantly review mistakes, careless problems, and misconceptions caused by sloppy writing and habitual mistakes, expose problems through problem solving and marking, and then analyze and find out the reasons.

2. Students' problems and improvement methods.

Have no interest in learning mathematics, have a poor foundation, are tired of learning, and even have the idea of giving up learning mathematics. Inertia, not diligent in thinking, not thinking deeply about mathematical problems, only lecturing, not consolidating, not reflecting, writing is not standardized, not serious, and the steps are incomplete.

If the mathematical operation ability is not enough, it will directly affect the results of the senior high school entrance examination. In the face of every mathematical operation, we should pay attention to: emotional stability, clear reasoning, reasonable process, uniform speed and accurate results; Be confident and try to do it right once; Slow down and think carefully before writing; Less mental arithmetic, less skipping rope, and clear draft paper.

Understanding and memorizing the basic knowledge of mathematics is the premise of learning mathematics well. There is no shortcut to learning mathematics, and ensuring the quantity and quality of problems is the only way to learn mathematics well.

3. Help and support from the school

? Schools should strengthen the guidance and supervision of mathematics teaching and research groups and effectively carry out weekly teaching and research activities. Combined with teaching practice, carry out "thematic teaching and research", effectively discuss the cases of mathematics classroom teaching, and draw up a plan "suit the remedy to the case". Every teacher will try to use it according to his own actual situation, and combine the "student-based classroom" in the book "Happy Teachers" to develop a set of mathematics teaching mode suitable for students in this class.

According to different class types, a feasible mathematics classroom model is formulated, and mathematics classroom operation experiments are carried out in strict accordance with the research results, and repeated attempts are made to constantly sum up and reflect. In the end, students will benefit and math teachers will be happy.