I. Basic information

From May 4th to 5th, 2000, our seventh grade group spent one and a half days taking the mid-term exam. In order to better promote teaching, I carefully analyzed the examination situation and reflected on the teaching effect. I will analyze this math test paper, find out the shortcomings in teaching and improve teaching methods, hoping to improve teaching quality.

1, test analysis

The full score of this exam is 100, the exam is closed, and there are four major questions. There are multiple-choice questions, fill-in-the-blank questions and answer questions. Judging from the number of questions, there are 4 big questions and 25 small questions, including 10 multiple-choice questions (30 points), 10 fill-in-the-blank questions (30 points) and 5 answers (40 points). It covers the basic contents of the first four chapters of the second volume of seventh grade mathematics. Judging from the difficulty of the test questions, easy questions account for about 70%, intermediate questions account for 20%, and slightly difficult questions account for 10%.

2. Analysis of students' grades

There were 63 candidates, 63 actually took the exam and 24 passed the exam, accounting for 38%. 10%; Excellent 10, accounting for 15. 87%; The average score is 47. 2 1 min. Judging from the students' grades, the outstanding students' grades are not outstanding enough, accounting for a small proportion, resulting in a low excellent rate; Underachievers account for a large proportion and have low grades. There are still 27 students below 40 points, which is the main factor restricting the improvement of the average score.

Second, the main problems

Judging from the students' answers:

1, students have a poor grasp of basic knowledge and some concepts and rules are confused (questions 2, 3 and 20);

2. Students' passing rate of basic skills is too low, their computing ability is weak, and they lack the ability to use knowledge flexibly and solve problems (Question 5, 18, 2 1 23);

3. The phenomenon of students' carelessness is widespread, and their ability to obtain information quickly from dry questions and other situations is poor (6, 8 questions 10, 24);

4. Students' writing is confusing and the answer format is not standardized (Question 2 1, 22, 24, 25).

Third, the main work measures in the later period

1, continue to strengthen the training of students' computing ability, use the remaining time of class and self-study to train a lot of exercises for students with poor computing ability, and give method guidance to improve students' computing level;

2, set up a study group in the class, set up excellent group leaders, and train class cadres. Improve the mathematics learning level of underachievers through group study and one-on-one form;

3. Use example analysis to guide students to analyze problems, obtain information, sort out the thinking of solving problems, and standardize the format of students' answers; Let students get accurate information about the stem of the question, analyze the thinking of solving the problem, and answer the question correctly according to the causal relationship;