1. Check for leaks, solve problems and forget knowledge.

2. Further sort out the knowledge, strengthen the guidance on problem-solving methods of various types of questions, further improve the problem-solving ability and improve the comprehensive quality of mathematics.

3. Improve the ability to examine questions, guide students to explore independently, and correct the wrong questions in the exam.

4. Look at the exam results rationally, face the exam with a good attitude, so as to win without arrogance and lose with grace, and enhance confidence in learning mathematics well.

Emphasis and difficulty in teaching:

1. Check for leaks, solve problems and forget knowledge.

2. Further strengthen the guidance of problem-solving methods for various types of questions.

3. Let students further improve their ability to solve problems, improve the comprehensive quality of mathematics, let students solve problems in a standardized way, get full marks when doing problems, and will not strive for scores.

Teaching method: 1. Evaluation (error cause evaluation, excellent solution evaluation, new problem evaluation), discussion and practice. 2. Organize and sublimate, summarize and improve.

Teaching AIDS: multimedia, projector.

Teaching process:

First, the paper analysis

The examination questions are not difficult, and there are many questions to test students' ability. For students with low quality and poor foundation, it is difficult to answer questions, so their grades are not ideal.

Second, the answer analysis

1, Question: Judging from the situation of marking papers, students have some problems, mainly in the following aspects: (1) Individual students are unclear in reviewing questions, which leads to mistakes. (2) Learning knowledge is not flexible enough and the ability to solve problems is poor. (3) Some concepts are vague, which leads to the loss of points in the fill-in-the-blank of multiple-choice questions.

Third, classroom analysis and comments

(1) Pre-class self-examination: (Before class, give the test papers to the students in advance and ask for them) Teacher's talk: Students, the final exam is over and the teacher has already approved the test papers. Now, we will distribute it to you for self-examination and analysis, and complete three things: 1, self-examination: check the reasons for your mistakes. 2. Self-correction: Correct the problems you can correct. 3. Self-recording: Write down the problems that you can't solve. (Design intention: Send the test papers to students in advance, so that students can check and correct them themselves, which is conducive to cultivating students' self-reflection ability and making full preparations for group communication. )

(2) Summarize the test situation:

Dialogue: Students, we have finished this final exam paper. Through marking, the teacher found that the students did well, 48 of them got excellent grades, and many students in the class made great progress, especially some students solved problems skillfully. But there are also some problems, such as carelessness in exams and inflexibility in solving problems. Let's comment on this test paper. (Design intention: We should carry forward the advantages and improve the shortcomings of the test paper. Through a simple summary, we should not only affirm the good aspects of students' problem solving, especially encourage students with learning difficulties, but also point out the shortcomings to improve students' learning enthusiasm. )

(3) Examination paper evaluation:

1, group cooperation and communication, students help each other solve problems. Dialogue: Before class, the teacher has given the students the test papers to check, correct and remember by themselves. Are the students finished? Let's discuss in groups and listen to the requirements:

(1) Analyze the problems you solved and the reasons for the mistakes to the group.

(2) Ask group students to help solve problems that you can't solve independently.

(3) The group leader wrote down the topic that your group made many mistakes. 2, communication between groups, teacher-student interaction to solve problems.

(1) Dialogue: Let's look at what's in brackets and see which students did it right.

(2) Dialogue: Look at the pictures and fill in the blanks. Let the students say the multiplication formula and the meaning of multiplication, and know the names in the multiplication formula: multiplier, multiplier and product. Know how to calculate addition and division.

(3) Talk: Fill in the appropriate unit name. Let students flexibly apply length units (meters and centimeters) to their lives and strengthen their grasp of basic concepts.

(4) Typical error analysis: The most errors in the fill-in-the-blank questions are the following questions: 1, 5 and 7 are more errors. The reasons for finding mistakes are: first, the understanding of the meaning of the question is not thorough; Second, the basic concepts are not well grasped. Remedial measures: Teachers help students understand the meaning of the questions, guide students to integrate subject knowledge, and achieve correct understanding and fill in the blanks.

(5) Summary: Students, 1-7 are all fill-in-the-blank questions. No matter how you change the topic, stop and check it carefully after you finish it. What should we check? Student exchange.

(6) Conversation: Many problems in life can also be solved with mathematical knowledge. Let's take a look at the problems we will encounter next. 3. Students communicate and show individually.

(1) Talk: Students talk about the third sub-question of the second big question and show how to do it through communication.

(2) Summary: Use mathematical knowledge to solve real-life problems. When solving problems, we must contact real life, carefully analyze the final results, and judge how many representations there are.

4. Students communicate and modify independently.

Dialogue: There are fewer errors in oral and written calculations and more errors in mixed operations. As long as some students are not sure about the order of mixed operations, their calculation habits are not serious and their writing habits are not standardized.

5. Teacher-student cooperation and interaction.

(1) Talk about: Students exchange multiple-choice questions separately 1-4. Dialogue 2: Can you solve the problems in these papers by yourself now? Would you please correct the questions on the test paper? Students correct errors independently. (Design intention: Through the interaction between teachers and students, students and students, Qi Xin will work together to solve students' confusion. At this time, students will be given appropriate time to correct themselves and complete their self-construction. )

6. Understand the meaning of the problem and solve it.

(1) Talk: There are many problems in life that can be solved by mathematics. Let's look at the problems in life.

(2) Heart-to-heart talk: Students think independently, understand the meaning of the question and solve the question 1-4.

(3) Conversation: The most mistakes are the 234th minor question.

(4) Conversation: The main reason for the mistake is that the meaning of the question is not fully understood, which leads to the wrong expression.

(5) Remedy: Help students understand the relevant information in the question, list the correct formula according to the meaning of the question, and teachers should pay attention to guidance and guidance. (Design intention: Solving problems and helping students understand the meaning of problems is an essential part of the evaluation of test papers. Typical mistakes made by students in the process of doing problems reflect their thinking habits. The teacher's explanation can strengthen and consolidate knowledge and play the role of giving inferences. )

Work design:

Students correct the wrong questions by themselves.