Analysis of Mathematics Test Paper of Grade Four in Primary School (1)
First, the test analysis:
The test paper is comprehensive in scope, moderate in difficulty, wide in coverage, and reasonable in scores of each part, which can truly reflect students' actual mathematical knowledge and learning level. The test questions focus on the cultivation of students' basic knowledge and ability. The test questions are divided into six major questions: filling in the blanks, judging, choosing, calculating, practicing and solving problems. The examination questions pay attention to the foundation, the content is closely related to real life, the assessment method is flexible, the interest, practicality and innovation are emphasized, and the subject characteristics are highlighted. This kind of test is based on the proposition of ability, which embodies the spirit of mathematics curriculum standards, and is conducive to investigating the mastery of mathematics foundation and basic skills, guiding and cultivating teaching methods and learning methods.
Second, the analysis of students' answers:
1, careless and careless in doing the questions. For example, in calculation and application problems, many students lose points because of careless calculation, not adding numbers or abdicating to reduce errors or copying wrong numbers. Fill in the blanks and judge the choice of drawing questions. There are also students who make mistakes because they are not careful in reviewing questions and ignore the meaning or requirements of solving problems.
2. Basic knowledge The basic concepts are not well mastered.
3. Poor hands-on ability.
4. Poor knowledge application ability, especially poor comprehensive knowledge application ability. For example, the sixth question solved the third and fourth sub-questions, especially the fourth sub-question. Many students can't integrate knowledge, can't find the relationship between quantity, apply what they have learned and have confused thinking.
5. Students lack good test habits, and their ability to check mistakes needs to be strengthened. For example, some basic questions in the fill-in-the-blank questions are wrong; The number of calculation questions written vertically and wrongly in horizontal; If you copy the wrong number of application questions, you can't judge correctly by using knowledge.
6. The standardization of writing needs to be further improved. Many students are not good at using draft paper and write it directly on paper, so it is easy to sketch topics that are not well grasped.
Fourth, suggestions and improvement measures for future teaching work.
1, pay attention to mathematical methods, mathematical ideas, grasp teaching materials, and grasp the foundation. Mathematical thought is the basic viewpoint and thought of solving problems in mathematical activities, the essential understanding of mathematical concepts, propositions, laws, methods and skills, and the wisdom and soul in mathematics. Therefore, understanding mathematical thoughts and methods is the primary task of mathematics teaching.
2. Pay attention to the process exploration of knowledge. Mathematics knowledge comes from life, but superficial, simple and boring recitation and mechanical exercise teaching in actual teaching do not pay attention to the rationality and profound connotation of mathematics, which makes mathematics teaching superficial, which is not conducive to students' testing under the guidance of new ideas, and is not conducive to future teaching and students' development in mathematics. Therefore, future teaching should be based on textbooks and rooted in life. Let students know more about mathematics in life and solve problems in life with mathematics. Reflect the ins and outs of mathematics.
3. Pay attention to the research of students' evaluation methods.
Primary school students have a high enthusiasm for learning, especially for learning materials that are close to life and have a certain perceptual experience, which can glow with great enthusiasm and initiative. However, long-term teacher-centered teaching will dampen students' learning enthusiasm and cause passive learning and teaching difficulties. Combining knowledge to create a more lively and challenging problem situation in mathematics learning can easily activate students' existing experience and mathematics knowledge, cultivate students' thinking quality of independent thinking, exploration and discovery and promote mathematics learning.
What measures should teachers take in teaching? Diversification? Evaluation methods should not be based on exam results blindly. Encourage more and criticize less, so that students can study happily.
4. Cultivate students' good study habits. Many students will lose points on the questions they could have done, because they are impetuous and have not developed the habit of carefully examining and answering questions. This is a common problem in all classes, so I think the most important thing is to cultivate students' good study habits such as seriousness, carefulness, neat handwriting and independent inspection.
5. Pay attention to the work of cultivating outstanding students. Fully expand the development space of gifted students, adopt various strategies to make up the differences as much as possible, and promote the all-round progress of students. In a word, the results of this exam have exposed some problems in my teaching, and I will constantly sum up my experience to make our grades go to a new level.
Analysis of Mathematics Test Paper of Grade Four in Primary School (Ⅱ)
This exam pays attention to the flexible use of knowledge, comprehensively examines the fourth-grade students' mastery of basic mathematics knowledge, the formation of simple basic skills and the cultivation of basic textbook ability, and strengthens the examination of basic computing ability, the ability to solve simple practical problems with simple mathematics knowledge and the ability of spatial concept. Now, according to the situation of this exam, I will make the following concrete analysis.
I'll fill in the first question. The content involves the application of basic knowledge of each unit. 1, 2, and 7 have higher correct rates. For some flexible topics, students don't understand well, which shows that students can't use them flexibly after learning knowledge, especially questions 4 and 6. The fourth question is the application of the invariance of quotient, and students are not flexible in grasping the concept and fill in the wrong ones. The sixth question is mainly that the students are not clear about the examination questions, and the conditions are not related to the questions. There are also some students who judge lightly and are not serious. For example, if the second space in the sub-topic 1 is rewritten as a number in units of ten thousand, individual students will not notice rounding.
Second, I will judge. The most mistakes are 1 and four small questions, mainly because students' understanding of concepts is not flexible enough.
Third, I will choose. The accuracy of questions 2, 3 and 4 is high, and the error of item 1 mostly occurs in the last option, mainly because the difference between direct rewriting and rounding rewriting is not clear, whether it is direct writing or approximate rewriting.
Fourth, I can calculate.
1, write directly: a few people make mistakes in calculation, all of which are caused by careless calculation. Especially formulas ending in 0.
2. Use vertical calculation questions, practice more at ordinary times, and the correct rate is higher. Due to carelessness, the result of writing horizontal direction in vertical calculation is wrong, and the remainder is forgotten. The last question needs to be checked, and individual students are not clear, so I omit writing.
5. I can draw. Students can draw correctly according to their usual experience, and the accuracy of 1 is higher. Although it is the first time for students to contact the second question, 60% of them can draw it accurately. Good combination of vertical and parallel. It seems that carefulness is our accumulated wealth. Cultivating students' habit of studying hard is a very important content in our teaching.
Sixth, supplement the statistical chart and answer questions. Most students can answer correctly, only a few people make mistakes, mainly because they are not serious.
Seven, I will solve the problem. 1, 3, 4 are less wrong, and the solutions to these three problems are mastered. Students can use their existing life experience to solve these three problems. There are many mistakes in the second and fifth questions. The main reason for the second question is that students don't understand the problem thoroughly and understand how much money they have earned as how much money they have sold. I didn't find out how much I earned further, and I didn't solve the problem to the end. Question 5: Only a few students seek the time first and then the distance difference. Most students work out the time from Zhang Ming to B first, and then work out the time between Liu Cong and the remaining distance directly by division, and then answer the questions directly. The mistake is mainly due to the coincidence of time.
Thoughts and suggestions on future teaching;
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 students' life and social reality, and provide learning resources. 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. Only the knowledge gained in the learning activities that simultaneously pluck the strings of emotion and thinking can never be forgotten? Living knowledge? Only in this way can we flexibly apply it to various changing situations, form our own abilities and develop our own wisdom in this process.
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.