This math exam has a low starting point and a slow slope, and pays attention to the foundation and the examination of students' mathematical thinking methods and abilities. This is a relatively successful experiment.
1, the content of the test questions is subject to the curriculum standard, which reflects the foundation.
Basic knowledge, basic skills and basic thinking methods are the basis of cultivating and improving students' mathematical literacy, developing practical ability and innovative spirit, and are the necessary conditions for students' further study and development. The examination questions are clear on this point, which fully embodies the educational value of mathematics. The test questions of basic knowledge, basic skills and basic methods in the whole volume have a wide coverage, a low starting point, a relaxed and orderly arrangement and a reasonable level, which helps candidates to better play their thinking level. So that candidates can directly use the mathematical knowledge and methods they have learned? Deja vu? The answer is enough, which can not only strengthen the confidence of candidates to learn mathematics well, but also play a good guiding role in the future mathematics classroom teaching. Do you like it? Five big questions.
2. Highlight the examination of mathematical thinking methods.
Mathematical thinking method is the essence of mathematics and an important link to cultivate students' mathematical thinking ability. Mathematical thought is a rational understanding of the regularity of the formation of mathematical knowledge and methods and a fundamental strategy to solve problems; Mathematical methods are the means and tools to solve problems. The examination questions focus on the idea of reduction, the combination of numbers and shapes, classified discussion, equations, statistics and mathematical modeling. For example, on June 2nd, the examination of mathematical modeling thought and equation thought was highlighted, and eight questions highlighted the examination of students' ability to collect chart information and deal with problems, analyze problems and solve problems. Although the contents of these problems are outside the textbooks, they are rooted in the textbooks. It is not difficult for candidates to make a correct answer as long as they think carefully and analyze carefully.
3. The background of the test questions is realistic, highlighting the examination of students' mathematical application consciousness and innovative thinking. The highest state of learning mathematics lies in using mathematical knowledge, methods and ideas to solve practical problems. For example, question 4,12; Question 8; Seven or eight questions, etc. Their background comes from the familiar life of students, which is fair and reasonable and has practical significance.
Second, the examination paper analysis
1. Basic information: Among the 552 1 test papers in the county, the highest score in mathematics is 120, the lowest score is 5, and the score is 120. The pass rate of the county is 79.6%, and the county is divided into 89.5 points.
2. Question-by-question examination paper analysis:
A question? Fill in the blanks? Out of 24 points, 1/6 got full marks, and most of them got 15? Between 18, the questions with more errors are 10, 12, 4, 6, 3, 10. There are two reasons for the error: ① the result is not simplified; ② Two algebraic expressions are subtracted without brackets; The correct rate of 12 is 2/3, and an important reason for the error is that it is affected by? Hundred meters? Misleading; 4. The basis for asking questions is not standardized; Question 6 does not calculate the angle between the hour hand and the minute hand; Question 3, some students 1/4 didn't bring their units.
Two questions? Choice? Out of 24 points, the total score is about 17%, and most of them are 15? The score is 18, and the error rate is 6,7, 1. Question 6: The line segment cannot be drawn correctly, and the length of the train cannot be handled correctly. I don't understand the meaning of crossing the bridge completely, which means that the distance traveled by the train is bridge length+train length; 7 questions can't accurately express the sum of seven numbers by enumerating numbers and equations, and can't be solved in combination with practical problems; 1 This problem belongs to the concept of similar items and the law of merger.
Three questions? Calculating or solving equations? Out of 20 points, all pairs account for about 50%, and most of them score 12? 13, 0 is about 20? There are 30 people, and several of them are flexible in solving problems. It is clear that the highest error rate is 1, and the main error reason is insufficient rational number operation.
Four questions? Read sentences, draw pictures, compare and explore? Eight points out of ten, 5% are all right, 60% students get seven points, and most of them get four points? 5 points for the following reasons: ① The line segment is drawn as a straight line; ② Extension CE is drawn as reverse extension; ③ Point Q is on the straight line AB; (4) Drawing without tools. The most serious mistake is that you can't compare the length by measuring the length of the line segment. It's just a guess, which leads to the error of 2②, which is also the reason for the students who scored 7 points.
Five questions? Think about it and do it? Out of 6 points, about 95% of the questions are correct, which is the question with the highest scoring rate in this volume. Some mistakes are: ① adding two faces; 2 there are three? 4 people did not do it; Three, two, three people can't think of the most likely number.
Question 65438 of six questions +0:7, with full marks accounting for 60%. There are two main mistakes: ① removing the denominator, removing the brackets and making three mistakes (2); ② Individual students' scores cannot be increased or decreased.
Third, the main problems exposed:
1, the basic skills are not enough, mainly reflected in the calculation and solution of the equation and simplified evaluation.
2. The examination questions are unclear and the reading questions are not detailed. Outstanding performance in six (2), eight (4), especially eight (4). It is known that the seeds with the highest germination rate should be popularized, but some students are still comparing the germination numbers.
3. Did not develop good problem-solving habits. A typical example is comparing the lengths of line segments. Most students draw wrong conclusions only by guessing and imagining, and don't try to get intuitive conclusions through experimental measurement at all.
4. Weak mathematical ability. The ability to analyze problems needs to be further improved, and the basic mathematical thinking needs to be strengthened. It is shown in six (2) that the ability to understand, observe and construct basic graphics is weak; It is impossible to accurately express the angle with algebraic expressions, and it lacks basic mathematical modeling ideas.
Fourth, teaching suggestions:
1, expanded according to the standard, and has a solid foundation. Is it pointed out in the curriculum standard? Pay attention to students' understanding and mastery of basic knowledge and skills? . Therefore, we must attach importance to textbooks, lay a solid foundation, and implement them in mastering basic knowledge, understanding basic concepts, applying basic methods, mastering basic skills and understanding basic ideas.
2. Pay attention to the process and cultivate habits. Teachers should pay more attention to students' learning process and ask students to pay attention to details and form a good habit of being serious and rigorous; It is necessary to guide students to pay attention to the experience process of autonomous learning, attach importance to the occurrence process of knowledge and develop good thinking habits. For example, students can be required to set up an error book to record their mistakes and the reasons for them at any time, or to set up a record book to record the problems that are easy to make mistakes and forget at any time, and to check and fill in the gaps according to their own specific conditions, classify knowledge and classify problem-solving methods. Deepen memory and form habits on the basis of forming knowledge.
3. Highlight methods and improve abilities. In teaching, through a certain amount of exercise training, let students reflect and summarize themselves, find general, problem-oriented general methods from the special, grasp the special in the general and pay attention to the flexibility of the methods. So as to really improve students' accurate calculation ability, preliminary spatial concept, simple logical reasoning ability, problem analysis and problem solving ability. Especially for the cultivation of the ability to analyze and solve problems, we should first cultivate students' habit of carefully examining questions and analyzing specific problems, rather than relying solely on mechanical memory, imitation and application.
4. When learning geometry in senior one, students are required to start from a simple one-step or two-step causal form, write in the form of reasoning, and cultivate rigorous logical thinking expressed in symbolic language. (We should also pay attention to this requirement and training in geometry in the next semester of the eighth grade.)
5. In the next semester? Algebraic expression operation? In the first chapter, we should do a good job in basic calculation training and pass every student's basic skills (the classes that lacked calculation skills last semester should implement and supplement this skill as soon as possible in this chapter).
Senior one (5) 1 Analysis of Mathematics Test Paper. The basic situation of the test:
At the end of this semester, the mathematics test paper proposition adheres to the spirit of curriculum reform, strengthens the examination of students' thinking quality, and provides a larger space for all candidates to play. Taking curriculum standards and teaching materials as the key link, the examination paper examines students' basic knowledge, basic skills, basic methods, calculation ability, logical thinking ability, and their ability to analyze and solve practical problems by using the learned mathematical knowledge and methods.
Second, the performance analysis:
1, based on the curriculum standards and teaching materials, examines the basic knowledge, basic skills, basic methods, calculation ability, logical thinking ability, and the ability to analyze and solve problems by using the learned mathematical knowledge and methods. The examination paper pays attention to the needs of students' development, and combines the basic characteristics of mathematics, focusing on examining students' mathematical literacy.
(1) Pay attention to the examination of basic knowledge and skills. Generally, only the direct application of basic knowledge is tested, and knowledge accumulation is not engaged; For basic skills, it is of great guiding significance for the current junior high school mathematics teaching not to test complicated contents, which can reduce the burden on students and avoid repeated training by simple machinery.
⑵ It reflects the examination of students' practical ability. Questions 6, 7, 9, 22 and 25 are all practical problems, which provide students with a space to reflect their practical ability, so that students can realize the value of knowledge in solving practical problems around them, thus stimulating their enthusiasm for learning.
⑶ Pay attention to the examination of mathematical thinking methods. Mathematical thinking method is the essence of mathematics and a bridge to transform mathematical knowledge and skills into mathematical ability. The examination paper focuses on the important mathematical thinking methods embodied in junior high school textbooks. For example, the combination of numbers and shapes, transformations and equations are all reflected in the test questions.
2, textbook-based, the test paper does not shy away from the examples and exercises in the textbook. Part of the questions in the whole volume originated from the textbook, which is an analogy, transformation, extension and expansion of the examples and exercises in the textbook. Test questions can start from the reality of mathematics teaching and learning in junior high school, guide teachers to teach textbooks well, help students learn textbooks well, and give full play to the expanding effect of textbooks. This proposition has undoubtedly played a positive guiding role in the stability of junior high school mathematics teaching order, which is conducive to the teachers' in-depth study of textbooks, the prevention of naval battles and the implementation of quality education.
3. Create a space for exploration and thinking, and examine the ability of exploration. The examination paper provides students with a space for independent exploration and innovation, which is conducive to students' active thinking, experiencing the processes of observation, operation and confirmation, and developing their rational reasoning ability. Such as 10, 2 1, 26 all reflect this point.
The examination questions cover a wide range, and almost all the knowledge points of mathematics in the seventh grade last semester were examined. Moreover, it is a key examination of key knowledge and repeated testing of core knowledge, which not only helps students master the content of teaching materials as a whole, but also enables students to be more clear about key knowledge and core knowledge, reflecting the guiding role of examinations in teaching and learning. At the same time, the difficulty of the test questions is moderate, the proportion of difficult, medium and easy is reasonable, and the score is high, which reflects the evaluation function of the proposition.
Third, students' answers and reasons analysis:
The overall situation of students answering questions is relatively normal. Except for some students with poor math scores, most students can generally complete the assigned questions well, but there are also some obvious problems, such as vague concepts (1 questions), careless examination of questions (1 1 questions), (1questions) and so on.
teaching
1. Some teachers attach importance to the teaching of book knowledge and neglect the ideological guidance education of students' learning significance, and attach importance to the evaluation of academic performance and neglect the cultivation of learning interest.
2. In teaching, some teachers pay more attention to the cultivation of gifted students than to the guidance of poor students. Many students with learning difficulties lack timely, patient and effective help and the guidance of learning methods.
(2) learning.
1, students are seriously tired of learning, their understanding of learning is incorrect, their learning purpose is unclear, their learning attitude is incorrect, and they lack interest in learning, which is the biggest reason for their low scores.
2. Some students have not formed good study habits, such as not careful in examining questions, not calm in thinking, not careful in calculation, and not standardized in answering questions; At the same time, there are no good learning methods, such as not listening carefully in class and not reviewing in time after class. These reasons lead to a lot of vague, ambiguous and specious knowledge, and today is wrong for tomorrow.
Fourth, improvement measures:
1. Establish a student-oriented educational concept, respect individual differences, face all students, teach students in accordance with their aptitude, give guidance in different categories, suit each person to suit his needs, suit the remedy to the case, cultivate the excellent and make up the poor, and promote the whole.
2. Strengthen the study of teaching materials, make the teaching content closely related to daily life and students' experience, and enhance the life, experience and interest of classroom teaching; Improve teaching methods, encourage multilateral interaction, encourage students to explore and cooperate independently, so that every student can actively integrate into the classroom and participate in teaching activities, stimulate students' enthusiasm for learning, help students experience the happiness of learning and success in activities, and then know themselves and build confidence.
3. Lay a solid foundation and strive to meet the basic requirements of curriculum standards. We should do a good job in the teaching of basic concepts and their properties, basic skills and basic thinking methods, so that students can truly understand and master basic mathematical knowledge and skills, mathematical ideas and methods in the process of independent exploration and cooperation, and form a reasonable knowledge network structure. Can't be divorced from curriculum standards and textbooks? Crowd tactics? .
4. Strengthen the teaching of mathematical thinking methods. The teaching of mathematical thinking method should run through the whole teaching process, so that students can not only learn concepts, theorems, laws and other contents well, but also understand the occurrence and development of mathematical knowledge, master the mathematical thinking method contained in it, and gradually internalize it into their own experience through continuous accumulation, forming a conscious sense of solving problems.
Suggestions on the improvement of future propositions by verbs (abbreviation of verb)
1. Strengthen the research on teaching materials, curriculum standards and propositions to make the test questions more scientific and instructive.
2. Strengthen the guidance of junior high school mathematics teaching, especially the understanding of students' learning situation, and enhance the evaluation and motivation of test questions to students.
Analysis of Mathematics Test Paper for Grade One in Senior High School (VI) The final mathematics test paper for Grade Seven is composed of 10 multiple-choice questions, 8 fill-in-the-blank questions and 8 answers to big questions. The types of questions are diverse, the proportion of each type of questions is appropriate, and the structure is scientific and reasonable. The test questions cover a wide range of knowledge, focusing on the basic knowledge and skills of candidates, as well as the ability to analyze and solve simple problems by using knowledge. The topic is novel in conception and rigorous in expression, which is close to the test questions of senior high school entrance examination, which is helpful to improve students' way of learning mathematics, embody the spirit of new curriculum reform, and promote candidates to learn mathematics vividly, lively and actively; Innovation and exploration have been carried out in the examination ability, and the purpose of examining innovation consciousness, application consciousness and comprehensive ability has been achieved.
I. Dissemination of knowledge
Chapter 1 Rational Numbers (24 points): Among them, multiple-choice questions 1 and 2, with ***4 points; Fill in the blanks 1 1, 17, 13, 15, *** 12; Calculate 19( 1) and (2), ***8 points.
Chapter II Addition and subtraction of algebraic expressions (13 points): Among them, multiple-choice questions 4 and 10 are the same as ***4 points; Fill in the blanks 12, ***3 points: calculation or simplification: question 20, ***6 points;
Chapter III One-dimensional Linear Equation (33 points): Questions 5, 6, 7 and 9 of multiple-choice questions, ***8 points; Fill in the blanks 18, ***3 points: calculate 2 1 question, ***6 points. Practical questions 24 and 26, *** 16.
Chapter IV Preliminary Understanding of Graphics (30 points): Questions 3 and 8 of multiple-choice questions, with ***4 points; Did you fill in the blanks? 14, 16, title, ***6 points; Answer questions 22, 23 and 25, ***20 points.
Second, the basic situation of students' answers
According to the statistics of sample papers, the results of this exam are as follows: the average score of 72 points; The pass rate is 80%; The excellent and good rate is 32%.
Multiple choice questions, fill-in-the-blank questions and high score rate. Judging from the answer sheet, most students can master the basic knowledge of mathematics well. In the process of marking papers, I found that there are many concise and wonderful answers in the students' answers, which are full of personality and show the breadth of thinking. But at the same time, it is also found that students have many problems in the process of doing problems. For example, in question 23, few students draw wrong conclusions only by guessing and imagining, and do not draw conclusions by logical operation at all. Questions 22 and 25 are weak in understanding, observing and constructing basic graphics; The low score rate of students on questions 24 and 26 shows that students' language understanding ability and ability to solve practical problems are poor.
Third, according to the life direction of the test paper and several main problems exposed, reflect on the teaching process of the whole semester, and further strengthen the following aspects in future teaching:
1, lay a solid foundation according to the textbook. The new curriculum standard points out? Pay attention to students' understanding and mastery of basic knowledge and skills? . Therefore, in the future teaching process, we must attach importance to teaching materials, lay a solid foundation, and implement the mastery of basic knowledge, the understanding of basic concepts, the application of basic methods, the proficiency of basic skills and the understanding of basic ideas.
2. Pay attention to the process and cultivate habits. Teachers should pay more attention to students' learning process, strengthen details and develop good habits of being serious and rigorous; It is necessary to guide students to pay attention to the experience process of autonomous learning, attach importance to the occurrence process of knowledge and develop good thinking habits. For example, students can be required to set up an error book to record their mistakes and the reasons for them at any time, or to set up a record book to record the problems that are easy to make mistakes and forget at any time, and to check and fill in the gaps according to their own specific conditions, classify knowledge and classify problem-solving methods. Deepen memory and form habits on the basis of forming knowledge.
3. Highlight methods and improve abilities. In teaching, through a certain amount of exercise training, let students reflect and summarize themselves, find general, problem-oriented general methods from the special, grasp the special in the general and pay attention to the flexibility of the methods. So as to really improve students' accurate calculation ability, initial space concept, simple logical reasoning ability, problem analysis and problem solving ability.
What's the math test in this final exam? Trying to make a living in stability? . The new educational concept in the new curriculum standard has been fully reflected. This examination not only examines students' mastery of basic knowledge, basic skills and concepts, but also examines students' ability to use knowledge to solve real-life problems, and at the same time cultivates students' innovative consciousness and practical ability. It's really a good test paper.
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