Time flies, and I never stop waiting. Destiny is in our hands, and we have our own attitude to describe a person's life. After the final exam, it's time to check the exam results. The following is my final quality analysis of fourth grade mathematics. Welcome to refer to!
1 People's Education Edition Fourth Grade Mathematics Final Quality Analysis I. Test Analysis:
The overall difficulty of this quality test paper is moderate, and some topics are flexible. The appropriate number of questions, emphasis on basic knowledge, wide range of knowledge, various forms of questions and good practical application meet the requirements of the new curriculum standard, which is a good test of students' double basic knowledge and plays a certain guiding role in future teaching. The preparation of test questions focuses on the examination of basic knowledge of mathematics. Some test questions include the examination of students' comprehensive application level of mathematical knowledge such as their ability to solve practical problems in life, such as hands-on questions accounting for a certain score. This paper has the following characteristics:
1, multiple questions. Including fill-in-the-blank questions, multiple-choice questions, judgment questions, calculation questions (oral calculation, written calculation), drawing questions, solving problems, etc.
2. Strong comprehensive applicability. A topic not only examines a knowledge point, but also examines many related and confusing knowledge points. The purpose is to require students to integrate, comprehensively analyze and master the knowledge they have learned.
3. Pay attention to the examination of computing ability and test whether students have solid basic knowledge and skilled computing ability. There are more than 20 places that need to be calculated in the whole set of papers, which not only have a large amount of calculation, but also have a wide range, and are distributed in filling in the blanks, selecting, calculating orally, calculating vertically, drawing pictures and solving problems.
4. Pay attention to practical application and have certain flexibility.
5, close to life, pay attention to examine the application of students' life experience in mathematics.
Second, the analysis of students' answers
Advantages: the whole class's papers are clean and tidy, and the writing is beautiful. Have a solid grasp of basic knowledge and good grades. (Total * * * There are 12 people taking the exam, 3 people scored above 90, 5 people scored above 79, and 4 people failed. ) the calculation questions are better, and there are fewer mistakes, of which 8 people are all right; The understanding and comparison of large numbers are also very solid, and the scoring rate is above 80%; Students' analytical ability has improved rapidly, and the accuracy of application problem formulation has reached about 70%, which has been significantly improved; Drawing problems can basically be completed as required.
Disadvantages: By consulting the examination paper, we found the following problems:
1. Students don't have enough knowledge of wide-angle mathematics. In the eighth question of the fill-in-the-blank question, we can see that only six students in the class are right, and all the other students have one or two mistakes. The reason is that students don't draw inferences about such topics, and they don't have a deep understanding that mathematics comes from life and is applied to life. Even if they explain it again and again, they will still make mistakes. After reflection, they should make full and thoughtful educational preparations and consider letting students practice.
2. Students' grasp of the law of business change is not solid enough. Reflected in the third question of the fill-in-the-blank question, the score is more than 20 points. Students are not flexible in the application of perceptual knowledge. This kind of knowledge has been repeatedly emphasized, but it is still wrong. In the future, similar knowledge will be compared and taught more, and the effect may be better.
3. Students can't use what they have learned flexibly in real life, and they can't apply what they have learned. For example, in the second question of the first big fill-in-the-blank question, what is the included angle of the minute hand rotation when the minutes are different? Students can't calculate basically, so they can't apply what they have learned to practical things. There is also the second question of the third multiple-choice question, which is more flexible. It applies the learned angle to the slope in real life, and judges which slope to roll down with the fastest speed, and the students' scoring rate is very low. This shows that students' mastery of knowledge is a failure.
4. The students are not careful enough to examine the questions and are careless. In the drawing problem, although it can basically be drawn, the item 1 requires measuring the included angle first, but actually 50% of the students did not do this problem. This has something to do with my previous study habits.
Third, improvement measures:
1, while strengthening the consolidation of basic knowledge, cultivate students' thinking flexibility when applying knowledge. (For example, the second question of the first question, the second question, and the second question of the third question)
2. Do a good job in counseling students with learning difficulties. (The sixth question solves the problem, and students with learning difficulties lose more points. )
3. Strictly regulate students' drawing. (The fifth question, students are not strict at ordinary times, and there is no ruler. )
4. Cultivate students' ability to use existing information to solve problems or use solved problems to make existing information. We should use knowledge flexibly and strengthen logical thinking (for example, solving problems 1 and 3, we must know what quantity before solving problems, but some students don't know the meaning of the questions. )
5, oral calculation, written calculation, it is estimated that you should be diligent at ordinary times and improve the correct rate. It is estimated that most students have made one or two mistakes. )
2 Analysis of the final quality of mathematics in the fourth grade of primary school The final examination of mathematics in the fourth grade is slightly more difficult. The test questions are based on students' reality and meet the implementation requirements of the new curriculum reform. They are basic and comprehensive, but they are interesting. Basic computing ability, the ability to solve simple practical problems with simple mathematical knowledge, and the ability to define space are also in place. Below I will make a concrete analysis according to the situation of this exam in our school.
Examination: Grade four students 1 19, with a reference rate of 100%, a total score of 623 1, and an average score of 52.4, of which 10 was excellent, 16 was good, and/passed. Overall test results, very poor!
First, fill in the blanks. 1, 2, 3, 5, 6 and 8 have high accuracy. For some flexible topics, students don't understand well, which shows that students can't use them flexibly after learning knowledge. Such as questions 7 and 9, 10. Students can't judge the topic clearly, and it's easy to judge if they can't see it clearly. For example, question 4: I don't see the difference between two digits and one digit, the difference between minimum and maximum.
Second, true or false, this question is the one with the highest score. Six small questions have appeared in the usual exercises and tests, but there are still many students who have not carefully examined the questions and made blind judgments, such as the fifth quiz: A square is a special parallelogram? Most students know that rectangles are special parallelograms, so when they see squares, they type them without thinking? x？ .
Third, multiple choice questions. This topic examines students' knowledge about angles, dividing three digits by two digits, parallelograms and trapeziums, calculating distances, and arranging numbers. Among them, 1, 2 and 4 scored slightly higher, and 3, 5 and 6 scored heavier. It shows that students have insufficient understanding of trapezoid, calculation of distance and arrangement of numbers.
Fourth, the calculation problem. Oral calculation and vertical calculation are usually practiced much more, and the correct rate is high. 1, the main mistakes in oral calculation are caused by careless calculation. Such as: 550? 5= 1 1、 14? 30=35。 2. Due to carelessness, when using vertical calculation, there was an error in writing the result in the horizontal direction, and the remainder was forgotten. Such as: 766? Pay attention to cultivating students' good habit of checking carefully after completing the questions. The multiplication and division methods are not big, and most of them are correct. On the contrary, it is a table calculation problem, which shows that students don't know enough about the multiple relationship and can't tell when to use multiplication and division.
5. Draw a picture and measure it. 1 can draw parallel lines and vertical lines, but vertical lines often forget to add right-angle symbols. The second question drew a high-volume angle and a high-volume angle. Many students were not accurate in measuring the angle, and many of them were different by several degrees, indicating that they lacked more practice.
Sixth, solve the problem. There are fewer mistakes in 1 and 5, and the solution to this problem has been mastered. Students can use their existing life experience to solve these two problems. There are two short answers to the second question, and many students didn't get it right. The main reason is that there are many numbers, which are slightly complicated and students don't understand the questions. The third question is that some students are unclear and can't understand the meaning of the question at all. Question 4 (5) What other math questions can you ask? Many students don't understand the word "problem" and write declarative sentences.
Reflections and suggestions:
1. Attach importance to the teaching of basic concepts and arithmetic. In teaching, we should pay attention to reducing mechanical and monotonous repetitive training, and design more hierarchical variant training to improve students' correct and comprehensive understanding of concepts. Reduce students' loss of points caused by one-sided understanding of basic concepts and mindset.
2. Contact with student life. In teaching, teachers should create life situations and provide students with real and complete learning tasks. This kind of teaching is more conducive to cultivating students' ability to find, ask and solve problems.
3. Pay attention to the process of knowledge acquisition. Students' first influence is the most important. Learning any new knowledge should give students the opportunity to experience mathematics in the first teaching. Through the activities of operation, practice and exploration, students can fully feel and feel mathematics in the learning process. The knowledge gained in learning activities will never be forgotten, so that it can be flexibly applied to various changing situations, and in the process, it forms ability and develops wisdom.
4. Pay attention to the practical application of knowledge. Usually, we should not only pay attention to the timely consolidation of knowledge, but also pay attention to the application of knowledge, so that students can use what they have learned to solve practical problems in life, pay attention to the cultivation of students' practical ability, and improve their ability to apply knowledge flexibly to solve practical problems.
5. Pay attention to students' thinking training. Mathematics is the gymnastics of thinking. No matter in new knowledge teaching or practice teaching, we should not only pay attention to the teaching of basic mathematics knowledge and skills, but also pay attention to the infiltration of thinking methods and strategies behind knowledge, so as to expand the learned knowledge from multiple angles. In the long run, students' thinking quality can be well developed.
6. Cultivate good study habits and attitudes. In normal teaching, teachers should not neglect to cultivate students' good study habits and attitudes. On the one hand, they should pay attention to teaching students some methods, such as reading problems, checking problems and checking calculations. On the other hand, we should make persistent efforts, because any good habit can't be formed overnight, but it takes a long time. Only in this way can the mistakes made by students due to unclear examination questions, misreading, omission of writing results and careless calculation be minimized.
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