First, the basic characteristics and proposition ideas of the test paper

Guided by the concept of the new curriculum standard, this research-based examination proposition aims at "attaching importance to the learning process and promoting students' development", and examines students' double basics, thinking, problem-solving ability and comprehensive learning ability from the aspects of concept, calculation, operation, exploration and application. The basic knowledge, basic skills and basic mathematical thinking methods of primary school mathematics are the most basic contents for students to further study. Therefore, we fully consider the "double basics", pay attention to the internal relationship of disciplines and the comprehensive application of knowledge, strive to reflect the mathematical thinking method and the examination of ability, quality and potential, add some open questions and exploratory content in the test paper, and examine the flexibility, innovation and practicality of students' problem solving.

1, focusing on basic knowledge and basic skills of the whole people.

This year, the fifth grade math test paper in primary school got a perfect score of 100, and the test time was 90 minutes. The whole volume is designed with five major questions, including 12 (24 points), six multiple-choice questions (6 points), 19 (28 points) and three operation exploration questions (12 points). The questions cover the knowledge content of four major sections: the calculation of each section with a weight of 38%./kloc The examination paper tries to avoid being limited to examining whether students can remember as many concepts, formulas and rules as possible, and pays attention to evaluating the mastery of concepts, formulas and rules in combination with the actual background and problem-solving process, paying more attention to the understanding of the meaning of knowledge itself and the evaluation of flexible application on the basis of understanding, and paying attention to guiding students to experience the connection between mathematics and real life through the process of solving practical problems, and using mathematical knowledge to solve practical problems.

2. Attach importance to the connection with real life and strengthen the inspection of hands-on operation ability.

The whole volume sets a number of practical problems with real life background, with a score of 38 points. These problems are close to students' real life and reflect the connection between mathematics and life. Guide students to experience the process of solving practical problems in the exam and experience the emotion of using mathematical knowledge to solve practical problems. As an aspect of knowledge application, the test paper is designed as "observation, analysis and serious practice". The topic is vivid and intuitive, emphasizing the process and method. While examining basic knowledge and skills, we also examine thinking ability, reasoning ability, spatial concept and the ability to solve practical problems by comprehensively applying mathematical knowledge. Strive to guide teachers and students to pay attention to practice.

3, pay attention to the flexible use of knowledge and exploration ability.

According to "different people get different development in mathematics", the total score of test paper design is ***6. This topic examines students' ability to discover laws and use laws and methods flexibly. It is open and exploratory, which examines students' ability to analyze, explore and solve problems at different levels and has a good degree of discrimination. It is hoped that the educational concept of "implementing differentiated teaching and getting differentiated development" will be reflected in the evaluation.

Second, the basic situation of the examination analysis

1, basic situation

This survey shows that the fifth-grade mathematics teaching in our city is basically solid, students' basic knowledge and skills have been well developed, students' computing ability is strong, their observation ability and operation ability meet the basic requirements of fifth-grade students, and students have certain problem-solving strategies and methods. At the same time, through the investigation, we also found that there are great differences between schools.

2. Study the distribution of scores

In this survey, the reference population in the city is 6,552, with an average score of 8 1.96 (the highest average score is 92.04 and the lowest is 66. 10), with an average excellent rate of 52.9% (the highest is 88.2%, and the lowest is 16.7%) and an average pass rate.

3. Surface analysis

(1) Good mastery of basic knowledge and formation of basic skills. 1-7 in the blank, 1-2 in the observation and analysis, and 1, 2,4 in the application. The correct rate of these questions is very high.

(2) the computing power is very different. Better schools account for 2/3 of all correct calculations, even if they are wrong, and only one or two questions are wrong, 2-6 points will be deducted. In poor schools, none of the students in the class are all right, all of them are deducted more than 1 0, or even all wrong, and even the most basic decimal addition, subtraction, multiplication and division will not be counted. There are also many cases in which the operation order is wrong in recursive equations. It can be seen that the usual calculation teaching is not solid.

(3) The comprehensive application ability of knowledge is weak. It is manifested in fill-in-the-blank questions, multiple-choice questions, operation questions and problem solving 8- 12. For example, the 1 1 question in the fill-in-the-blank question, carefully observing this question, it is not difficult to find that the perimeter of a triangle is only two bases more than the perimeter of a trapezoid, so the perimeter of a triangle can be obtained by subtracting these two bases from the perimeter of the trapezoid. However, many students have no way to start, which shows that our students' observation ability and comprehensive application of knowledge to analyze and solve problems are still not strong.

(4) Not forming good study habits. A little more complicated data and words will have a certain impact on some students with weak ability or bad habits. For example, there are many simple calculation errors, copying wrong data, missing decimal points, missing questions and other low-level mistakes on paper.

Third, the improvement measures of teaching in the future

Through this quality survey, in our future teaching and evaluation process, we should do the following work:

1. Study the textbook carefully to improve teachers' understanding, understanding and application of the textbook.

According to the actual situation, we should systematically train and discuss the teaching contents, teaching requirements, teaching methods, teaching points, and the similarities and differences between the old and new textbooks and teaching methods in the form of collective lesson preparation, so that every math teacher can correctly understand the textbooks, deeply understand the textbooks, scientifically use the textbooks, accurately grasp the teaching requirements of the textbooks, highlight the key points and break through the difficulties in teaching.

2. Pay attention to the foundation and strengthen the teaching of basic methods and skills.

In mathematics teaching, we should pay attention to strengthening the teaching and training of students' basic concepts, basic calculations, basic quantitative relations, basic problem-solving ideas and methods, and basic problem-solving strategies, and strive to lay a solid foundation for students' subsequent mathematics learning. We should attach great importance to the teaching of computing methods and the cultivation of computing ability, and implement the cultivation of computing ability in every day and class to effectively improve students' computing ability. Pay attention to the process of knowledge acquisition, and the learning of any new knowledge should strive to make students fully perceive it through activities such as operation, practice and exploration in the first teaching, and acquire knowledge and form ability in the process of experiencing and understanding the generation and formation of knowledge. Only in this way can they truly acquire their own "flexible" knowledge and reach the level of flexible application.

3. Create a harmonious environment and guide students to study actively.

The results of psychological research show that everyone can succeed as long as they believe in their own potential and constantly develop their own potential. In teaching, teachers should carry forward teaching democracy, protect each student's self-esteem, respect each student's unique and personalized opinions, and take them seriously even if they are insignificant, so that each student can actively participate in learning.

To guide students to study actively, we should pay attention to combining students' ideological reality and life reality to fully mobilize students' learning confidence; It is necessary to guide students to actively participate in the process of learning activities, and establish a sense of subjectivity in the activities, so that every student can become the subject of learning and constantly surpass himself.

4, contact with the actual life, and guide students to learn vividly.

Mathematical knowledge comes from the reality of life. In the teaching process, life examples are introduced into the classroom, and the learned knowledge is applied to the process of solving practical problems, so that students can ask questions, analyze problems and solve problems in an active and comprehensive inquiry, which not only broadens the breadth of knowledge, but also cultivates students' ability to apply mathematical knowledge to solve practical problems.

As a quality survey, we mainly investigate the understanding and mastery of subject knowledge and skills. More importantly, in the usual teaching process, "pay attention to the formation and development of their emotions and attitudes" and "pay attention to their changes and development in the learning process". In the future education and teaching process, how to improve the quality of primary school mathematics teaching and how to make scientific and democratic process evaluation and comprehensive evaluation become the driving force to stimulate students' growth requires the joint efforts of the majority of mathematics teachers.