First, the test analysis:
1, test paper structure:
The full mark of this paper is 100, with three major questions and 25 minor questions. The first question is multiple-choice question 10, with 3 points for each question, the second question is fill-in-the-blank question 8, with 3 points for each question, and the third question is to calculate or solve the equation ***4, with 3 points * * 16. The fourth topic is brief comment and drawing ***2 item * * 1 1, the fifth topic is chart and geometry ***2 item * * 1 2, and the sixth topic is problem-solving application1item 7. The structure of the test questions and the arrangement of scores are reasonable.
2, the basic characteristics of the test questions:
(1) The content of the test questions covers a wide range.
It covers the main contents of this textbook. The test questions focus on examining students' basic knowledge and skills, and at the same time reflect the main ideas and knowledge points of the new textbook.
(2) The examination paper pays attention to the examination of mathematical application knowledge.
Solving mathematical application problems is an important embodiment of analyzing and solving problems, which shows students' ability to solve problems by comprehensively applying what they have learned. This math exam has a low starting point and a slow slope, and pays attention to the foundation and the examination of students' mathematical thinking methods and abilities. This is a relatively successful experiment.
(3) The content of the test questions is based on the curriculum standards, which is very basic.
The test questions of basic knowledge, basic skills and basic methods in the whole volume have a wide coverage, a low starting point, a relaxed and orderly arrangement and a reasonable level, which helps candidates to better play their thinking level. In this way, candidates can directly answer "deja vu" with the mathematics knowledge and methods they have learned, which can not only strengthen the confidence of candidates to learn mathematics well, but also play a good guiding role in the future mathematics classroom teaching.
(4) Pay attention to the examination of mathematical thinking methods.
The examination questions focus on the idea of reduction, the combination of numbers and shapes, classified discussion, equations, statistics and mathematical modeling. For example, questions 17, 23 and 25 highlight the examination of mathematical modeling thought and equation thought, and question 23 highlights the examination of students' ability to collect and deal with problems, analyze problems and solve problems. Although the contents of these problems are outside the textbooks, they are rooted in the textbooks. It is not difficult for candidates to make a correct answer as long as they think carefully and analyze carefully.
(5) Test questions focus on the connection with real life and reflect the real life of students.
Part of the content of the test questions starts from the reality and knowledge that students are familiar with, and selects things that come from real life and are easily accessible to students as materials, so that students can realize the connection between mathematics and life and feel the value of life.
3. The distribution of test questions is reasonable as follows, and the coverage of knowledge points is wide.
The first chapter has a rich graphic world with 3, 9, 15 small questions ***9 points; The rational number and its operation in Chapter II are 1, 8, 10, 12, 19 * * 20 points; Chapter 3, the number of letters is 2,6, 1 1,18,21,and there are *** 17 points; The fourth chapter plane figure and its position relationship are 7, 13, 16, 22, 24 ***2 1 minute; In chapter 5, the linear equation has 4, 17, 20 and 25 subheadings * * * 21; Chapter VI' Data in Life' has 5 points, and 23 minor questions have ***9 points; Chapter 7 Possibility is 14 ***3 points. It can be seen that knowledge points are mainly rational numbers in algebra and their operations, letters and linear equations representing numbers, straight lines and angles in geometry and related calculations. The ability is mainly to solve practical problems by enumerating one-dimensional linear equations.
4. Algebra and geometry assessment should be organically combined.
From the algebraic point of view, the concept of rational numbers and the solution of linear equations are the focus of this semester's course. In the learning process, students should master the basic shift term and turn the unknown coefficient into 1, master the solution of the linear equation of one yuan and learn how to remove the denominator, and be careful not to make mistakes in the process of solving problems. It is a test of candidates' comprehensive ability to solve application problems by using one-dimensional linear equation. For each kind of application problems, students are very clear about the equivalence relationship, such as the trip problem: distance = time * speed; Discount problem: several discounts mean that the price is a few tenths of the original, and profit = total sales price-cost; Work efficiency: if a job lasts n days, then the daily workload is1/n; The relationship between quantities: find a quantity as a standard, see how much the others are more or less than the standard quantity, and make an equation according to the meaning of the question; Cost problem: total price = unit price * quantity. As long as the students understand the topic and analyze it well, the problem can be solved.
In geometry, the knowledge points about angles are examined the most. The basic concepts begin with points and lines, and the concepts of straight lines, rays, line segments and the distance between points are memorized, and the concepts of angle, complementary angle, complementary angle and bisector of an angle are introduced. It is not enough to just memorize, students should have certain abstract thinking ability. In this set of problems, it is difficult to calculate the angle. Line segments and angles are the focus of this semester. There is also a test center for three-dimensional graphics, where students can do more in the learning process and exert their spatial imagination. Starting from the seventh grade, to cultivate good study habits, we should first master and understand basic concepts skillfully, and then cultivate our own abilities, such as observing graphics, divergent thinking, spatial imagination and so on. Before the exam, students should pay attention to quality and understand every knowledge point thoroughly. I believe it will be invincible!
Second, the examination paper analysis
1. Overall situation: According to the examination results, there are 1 19 students in three classes in our school, with an average score of 57.38, a passing rate of 47.90% and an excellent rate of 10.08%. On the whole, the effect is not ideal. Underachievers have a poor foundation, with a minimum score of 7, and outstanding students have an unsatisfactory performance, with a maximum score of 90. The grades between classes are unbalanced, and the difference between the highest average score and the lowest average score is nearly 18 points.
2. Performance statistics
3, performance analysis table
4. Question-by-question examination paper analysis:
A "multiple choice question": out of 30 points, 3 people got full marks, accounting for about 1/40. Most of the scores were between 15 and 2 1 point, and the ones with more mistakes were entitled 3, 4, 9, 10.
Two questions "Fill in the blanks": out of 24 points, 4 people got full marks, accounting for about 1/30, most of them were 12- 18, and the ones with more mistakes were 15, 16 and18. Question 6: The line segment cannot be drawn correctly.
Three questions: "calculate or solve equations": 16, 42 people are all right, accounting for about 35%. Most people scored 10- 13, but 18 people got 0.
Four questions: "Simplified Painting Evaluation": The full score is 1 1, all of them are 12 people, accounting for about 10%, most of them get 4-5 points, but 27 people get 0 point.
Five questions, "Graph Questions and Geometry Questions": full score 12, 29 people were all correct, accounting for about 24%, and most of them scored 6-9 points. The scoring rate is relatively the highest.
Six questions "Solving application problems": Of the seven questions, 38 people answered correctly, accounting for about 32%, but many of them got 0 points, among which 39 people, accounting for about 33%.
Thirdly, the quality analysis of students' answers.
According to the analysis of test scores, students have the following main problems in the process of answering questions.
1, the basic skills are not enough, mainly reflected in the calculation and solution of the equation and simplified evaluation.
2. The examination questions are unclear and the reading questions are not detailed. Outstanding 2, 4, 23, 24 minor faults.
3. Good problem-solving habits are not developed, and the problem-solving format is not standardized. The outstanding performance is 24 small questions.
4. Weak mathematical ability. The ability to analyze problems needs to be further improved, and the basic mathematical thinking needs to be strengthened. Performance 8, 18, 25 minor problems. Fourth, problems that should be paid attention to in future teaching
Judging from the students' answers in this exam, I think the following aspects should be improved in the future teaching:
The second part: the analysis of the seventh grade mathematics examination paper.
First, the examination paper structure
There are three types of questions in the whole volume * * *, namely multiple-choice questions, fill-in-the-blank questions and solution questions. Among the multiple-choice questions, there are 12 small questions, with ***24 points; There are 6 small questions in the fill-in-the-blank question, with a score of *** 18; Answer 8 questions, ***58 points; There are 26 small questions in the whole volume, with full marks 100. From the content of the examination, it covers all the chapters learned, covering a wide range, and the knowledge points involved in the examination questions follow the requirements of the mathematics curriculum standards.
Second, the characteristics of the test paper
Mathematics test paper proposition adheres to the requirements of curriculum reform, which not only examines the basic knowledge, basic skills, basic methods, calculation ability and logical thinking ability of mathematics, but also gives consideration to the ability to analyze and solve problems by using the learned mathematical knowledge and methods. No accumulation of knowledge and no examination of complicated contents are of great guiding significance to the current junior high school mathematics teaching, which can reduce the burden on students and avoid repeated training by simple machinery. Students realize the value of knowledge in solving practical problems around them, thus stimulating their enthusiasm for learning. There are no partial problems, difficult problems and strange questions, which is conducive to the development of students at all levels. This proposition has undoubtedly played a positive guiding role in the stability of junior high school mathematics teaching order, which is conducive to the teachers' in-depth study of textbooks, the prevention of naval battles and the implementation of quality education.
Third, a brief analysis of students' answers
A big multiple-choice question, the answer is good, some students get full marks, mainly due to 12 minor problem. The judgment with number axis and letters in the question suddenly makes students feel more difficult, but there is no way to start with simple questions. The reason is that students don't understand logarithms and formulas thoroughly. The two fill-in-the-blank questions are well answered, but the missing point is 18, which students can't build.
The relationship between number and algebra, from special to general inductive thinking will not be the main reason for losing points. When solving the three major problems, a few students made mistakes in calculation, and the calculation ability of addition, subtraction, multiplication and division of primary school scores was not enough. The mistakes in the 22 questions are because the simplified steps are not well mastered, indicating that a few students are careless or have bad habit of solving problems. Question 23. The reason for the error is that it is difficult for some students to change their thinking from special to general and find the law. The reason for the mistake in question 24 is that the geometric intuition is not in place and the comprehensive application of angles is not skilled. 25 questions are a headache for students, that is, application questions. Students can't accurately capture the useful information in the topic, can't consider the problem in combination with reality, and lack the firm will to solve the problem. The application of equation in teaching is not in place. Serious loss of points. 26 questions are key and dynamic questions in the senior high school entrance examination. Students don't understand thoroughly, and it is difficult to solve problems, which leads to losing points. For some students who study hard and think hard, the overall feeling is good, and the answers are smooth and satisfactory.
Fourth, some ideas.
1, based on textbooks, which are the basis of our teaching. In teaching, we must infiltrate the important and difficult contents of textbooks into students in a down-to-earth manner. You can't ignore the knowledge that you think is simple or irrelevant.
2. In teaching, we should pay attention to highlighting students' learning process and cultivating students' analytical ability. In normal teaching, teachers should provide students with learning materials as much as possible to create opportunities for autonomous learning. Especially in the teaching of practical problems, students should be allowed to fully demonstrate their thinking and analyze the problem-solving process by themselves.
3. Do more exercises to effectively cultivate students' computing ability.
4. Pay attention to life and cultivate practical ability. Strengthen the connection between teaching content and students' life, let mathematics come from life and move towards life, so as to cultivate students' ability to solve problems in real life.
5. Pay attention to the process and guide exploration and innovation. Mathematics teaching should not only enable students to acquire basic knowledge and skills, but also focus on guiding students to explore independently and cultivating students' ability to consciously discover new knowledge and new laws.