Analysis of 20 12 primary school mathematics test paper
First, the concept of life system of test questions
In 20 12 years, the task of making the sixth grade mathematics test questions was based on the current curriculum standards, with the teaching materials as the content, combined with the specific reality of mathematics classroom teaching in our district, and followed the principles of scientificity, rationality and accuracy of the proposition, and comprehensively tested the students. In general, this paper not only paid attention to the examination of the students' basic knowledge, but also based on the basic knowledge and skills such as number and algebra, space and graphics, statistics and probability, synthesis and practice. It not only conforms to the reality of curriculum reform, but also conforms to the law of educational development, which not only considers students' explicit ability to solve problems, but also touches students' follow-up study. Therefore, it truly reflects the real level and ability of primary school students in our district to learn mathematics.
1. test type
The test paper has a moderate number of questions, which involve five categories: calculation, filling in the blanks, selection, practical exploration and problem solving, with a total score of 50 points; Each kind of topic is basically arranged in the order from easy to difficult. This arrangement not only pays attention to students' systematic mastery of knowledge, but also pays attention to students' interest in answering questions and enhances students' self-confidence.
2. The characteristics of the test questions
(1) Pay attention to the basic knowledge and skills closely related to students' daily life.
For example, the expressway from Jiangdu to Yangzhou is 15 km long, and the average distance traveled by cars per hour and the time spent (
)。
A. directly proportional; Inverse ratio; be disproportionate
(2) Pay attention to examine students' spatial concept and statistical consciousness.
For example, from the front, top and left, the shape of the figure below () is three squares.
Another example: Xiaohua and other three students started practicing one month in advance in order to participate in the skipping competition. The picture below shows the comparison of their scores before and after practice.
(3) Preliminary investigation of students' ability to comprehensively apply what they have learned to solve practical problems.
For example, a cylindrical paint bucket used in a paint factory has a bottom diameter of 6 decimeters and a height of 6 decimeters.
(1) The manufacturer pasted trademark paper on the whole surface of this paint bucket. What is the area of the trademark paper? (Ignored at joints)
(4) Pay attention to the examination of students' abstract generalization ability.
For example, Beibei compiled an arithmetic program, Jingjing entered "1", and the number displayed on the screen was "4"; The number displayed on the Huanhuan input "2" screen is "7"; Enter "3" for Yingying, and the number displayed on the screen is "10" ... An arithmetic program compiled by Beibei, which is expressed as () by an alphabetic formula.
Second, the analysis of students' answers
1. When solving practical problems, you can't make correct choices and judgments according to the actual situation.
For example, each liter of paint weighs 1. 1 kg, so how many kilograms of paint can this paint bucket hold at most? (Numbers are reserved as integers)
2. Students' ability to use knowledge flexibly to solve problems is still relatively weak.
Third, reflection and measures
1. The overall situation of this examination shows that students have a good grasp of the "two basics" in the traditional sense, but it is not suitable as a topic to test students' innovative spirit and practical ability, which embodies the concept of the new curriculum standard. In a certain sense, this reflects that teachers' teaching concepts need to be further changed. Therefore, it is suggested that teachers should further strengthen their study, seriously understand the concept of the new curriculum, make knowledge live in teaching, and design more topics aimed at cultivating students' innovation and practical ability in teaching to train students' thinking.
2. Strengthen the cultivation of study habits and the ability to use strategies flexibly. Inevitable low-level mistakes in the examination paper were not controlled when we had to take the exam. Non-intellectual factors that affect our study at ordinary times, such as homework habits, reading habits and verification habits, all need our constant attention and gradual and persistent cultivation. The teaching content of the current textbooks is higher and more flexible than the previous textbooks, and it is impossible to solve the problem only by a large number of mechanical repeated training. On the one hand, teachers should carefully select and write flexible targeted exercises, developmental exercises and comprehensive exercises, and also consciously guide students to collect information, process information, analyze and solve problems, so as to cultivate students' good study habits.
3. The essence of learning mathematics is the process of finding problems, exploring problems, refining mathematical models and solving problems by using existing knowledge and experience. In other words, learning mathematics means applying mathematics, which is precisely the weak link of our students. We should strengthen teaching in this field.
4. Strengthen targeted guidance for students at all levels, especially those with learning difficulties. Judging from the examination situation, there is still a gap between schools, with an excellent rate of 10 percentage point and an average score of nearly 10. Weak schools should carry out effective teaching seminars, pay more attention to the actual teaching of graduating classes, do necessary follow-up monitoring, pay attention to ideological communication and psychological counseling for students, face all students, give more guidance and care to students with learning difficulties, pay attention to home-school communication, and form educational synergy.