In order to find the gap and make up for the deficiency, I sum up my reflection and analyze it from the following aspects:
Firstly, the paper analyzes:
1. Overall, this test is moderately difficult and meets the students' cognitive level. The examination questions pay attention to basic calculation, and the content is closely related to real life, which is conducive to investigating the mastery of mathematics foundation and basic skills and guiding and cultivating teaching methods and learning methods.
2. The disadvantage is that some students don't analyze specific problems, lack the ability to draw inferences from others, and lack flexibility in answering questions. You can't examine the questions carefully. The ability to use mathematical knowledge to solve practical problems in life is insufficient.
Second, the reason analysis:
Combined with the students' performance and homework, I found myself in the following misunderstandings in the teaching process.
1. Lack of ideological understanding. Believe in students' ability, but ignore the problems in the process of learning and solving problems. As a direct result, in the process of classroom teaching, students' actual situation is not well combined to prepare lessons, and some students whose basic knowledge is not solid enough are neglected, which leads to increased learning difficulties and decreased grades, and then gradually loses interest in learning mathematics, which adds great difficulties to subsequent teaching.
2. Inadequate preparation in course preparation, not fully aware of the difficulty of knowledge points and the actual situation of students. By reading some middle school students' mid-term papers, it is found that middle school students are confused in the process of answering questions, and their thinking of solving problems is confused, so they can't grasp the key to the problem.
3. Some students with good grades are not supervised enough, and their learning requirements are relaxed. This mid-term exam not only led to the decline of middle school students' grades, but some middle school students barely passed or even failed. The reason is that these students failed to find their own problems and correct them in time in the process of after-school study and practice, which led to their complacency, careless study and sloppy homework, and a major crisis in their final grades.
4. Do not pay attention to the training of basic knowledge and skills. Judging from this mid-term exam, quite a few students have problems with their calculations, and a slightly more complicated calculation is full of mistakes.
Third, improvement measures:
1. Improve the efficiency of classroom teaching. According to the age and thinking characteristics of grade students, make full use of students' life experience, design vivid, interesting and intuitive teaching activities, stimulate students' interest in learning, and let students understand and know knowledge in vivid and concrete situations.
2. Pay attention to the process of knowledge acquisition. The study of any new knowledge should strive to make students fully aware of it through operation, practice, exploration and other activities in the first teaching, and acquire knowledge and form ability in the process of experiencing and understanding the generation and formation of knowledge. In addition, teachers should set aside time for students to think in class. Good classroom teaching should be thoughtful, and students should have more room for thinking. The effect of learning ultimately depends on whether students really participate in learning activities and actively think, and the responsibility of teachers is more to provide students with opportunities for thinking and leave students with time and space for thinking.
3. Pay attention to the disadvantaged groups among students. To do a good job of making up lessons for poor students, we should start from the perspective of "people-oriented", adhere to the combination of "nourishing the heart" and making up lessons, communicate with students more, and eliminate students' psychological obstacles; Help them form good study habits; Strengthen method guidance; Strictly require students to start with the most basic knowledge; According to students' differences, hierarchical teaching is carried out; Strive to maximize the development of each student on the original basis.
In short, in the future teaching process, we should take students as the center, guide students to learn to learn, make them enjoy learning, love learning and be eager to learn, take targeted remedial measures, improve students' basic knowledge and skills, strengthen supervision and supervision of students' after-school study and practice, strengthen students' ability to analyze problems, cultivate students' innovative thinking ability, and lay a good foundation for future learning and teaching.
Analysis and summary of the quality of the mid-term exam for the class teacher in Grade 8 and Grade 2 It has been two months, and the mid-term exam is over. I am not very satisfied with the students' grades, but I admit that the students have made progress and their efforts are worthy of recognition.
As a teacher, after passing this exam, I think we should help and guide students from the following aspects:
1. Develop good calculation habits.
Computing ability is the foundation of the whole learning process. Without a good foundation, it is difficult to build high-rise buildings. Without a good foundation, even brilliant ideas and methods are futile. The precision and accuracy of mathematics are reflected in the perfect calculation ability. In this exam, there is no calculation process, and skipping is a common phenomenon that leads to mistakes. Calculation is actually a procedural process, just like cooking and cooking. Rice is not washed, vegetables are not washed, can it be cooked directly? How much water to put in cooking and how much salt to put in cooking need careful consideration, not to mention science. Therefore, in the next stage, I plan to set aside ten minutes before class every day to train in calculation, so that students can write their own questions, comment on them and improve themselves every day.
2. Cultivate students to write a complete problem-solving process and method.
What are you looking at when solving math problems? Look at the students' clear problem-solving process. In solving problems, the following phenomena appear in this exam: there is no process at all, only the answer; Or just write key processes; Or write the process without a conclusion; Or the process is incoherent. In short, it is not ideal. Later I learned that they either want to save time or don't want to write, which is usually the case; Or what is written on the draft paper is simplified to the test paper. I didn't believe it, so I checked their draft papers and found the process of solving problems, and some of them did very well. Oh, dear! The teacher corrected the paper instead of the draft paper. It's really thankless. In the remaining teaching time, I try to leave every student a chance to show, not only to let them dictate, but also to let them write completely, so that they can help each other correct, encourage each other to make progress, and let them improve together and form good habits together.
3. Return the classroom to the students, return the thinking space to the students, and throw the problems to the students.
There are two questions in this exam that we have trained, and we have trained more than once, and we are all disappointed in the end. I have carefully thought about the process of solving these two problems: this problem is difficult. At that time, I was afraid that the students couldn't figure it out. When I first spoke, I was in a hurry and worked hard, thinking that I had made it very clear and understood. Then the second time I met a similar problem, few students solved it, so I spoke it again angrily, thinking that it should be okay to speak it twice. And the result? Say it twice, practice it twice, speak it again the third time, and practice it again. Is it worth it? If I throw questions to students, let them think more, wait patiently for their discussion, and let students do it themselves, I will guide the comments. Is this efficient? Maybe students only need the first training for this kind of problem. But now I have spent more than three times the original time training, and the effect is not ideal. More importantly, it stifles students' research spirit and weakens their self-confidence. There is also the height of the isosceles triangle. Pay attention to the situation in every training and every tireless reminder. This exam, without my reminder, the students were almost wiped out. Hey, is the student ignorant? No, I can only blame myself for talking. If I left the problem to the students for the first time and let them draw pictures to solve the problem, why should I remind them thousands of times?
This exam once again warned me: when the teacher is the protagonist, students can only play a supporting role forever; When teachers are tour guides, students are always just tourists; When the teacher is a driver, students will never find their way. So we should change and trust students from every class, every question and every detail. Change yourself and restore students; Change yourself and develop students; Change yourself and create students.
Analysis and summary of the quality of the class teacher's mid-term exam 3. The examination questions of this mid-term exam in our school are provided by Yaodu District Education Bureau, and the marking work is organized by the school. The whole process has clear division of labor, orderly organization, clear standards, reasonable scale, fairness and justice. I undertook the task of marking the analysis and explanation question 19, and now I will make a simple analysis on the marking of this question.
First, the test questions:
My first impression of this exam is that it is lively, not difficult, with novel ideas and beautiful questions.
1. The test questions are open and moderately difficult. The test questions are divided into two short paragraphs, which describe the communication between the two generations from the perspective of parents and students respectively. The content is close to students' life, and theory is integrated with practice.
2. Test students' analytical ability, observation ability and ability to apply what they have learned. The test questions reflect the test and application of emotion, ability and knowledge.
3. The examination mainly starts from the ideas of "what", "why" and "how". For students, this question is not difficult. It looks familiar, easy to understand and relatively simple.
The score of this question is 12. Ask you to talk about your opinion through reading materials. * * * involves three issues: the problems reflected by debris, the causes of the problems, and how to communicate normally.
5. Through the group discussion and research on the test questions, the grading standard of this question is determined as follows:
(1), the first question can explain the lack of communication and communication between children and parents, communication problems, poor communication, abnormal communication and so on. 2 points for correct answer.
(2) There are at least two reasons for answering the second question, each with 2 points and ***4 points. The answers are as follows: ① the influence of rebellious psychology; After entering adolescence, we have our own thoughts, eager for our parents to treat us like adults and even challenge their authority; ③ We are different from our parents in life experience, life experience and social status, and our familiarity with social norms is also different, which will inevitably lead to great differences in life attitudes, values, hobbies and behaviors. The contradiction between us and our parents is often based on our parents' high expectations and strict requirements; ⑤ Parents' education methods are improper, and children don't understand and understand their parents.
(3), the third question requires an answer, you have to answer three points, ***6 points, and the answers are as follows: ① Understand and care about your parents and actively communicate with them; Close to parents, close to parents, try to resolve conflicts, and walk hand in hand with parents. (3) When you encounter something, you should discuss it with your parents calmly. ④ Mastering the basic essentials of effective communication: mutual understanding is the premise; Respect and understanding are the key; The effective way to understand parents is empathy, and the result of communication should be seeking common ground while reserving differences. ⑤ Master the art of communicating with parents: appreciate parents and enhance family ties through appreciation; Listen carefully, learn from listening and so on.
6. There are also some flaws in this question, such as the unclear question setting and the small space for students to answer questions on the test paper, which have affected students' play.
Second, the test paper:
The highest score of this question is 12 (full score 12), and the lowest score is 0, mostly between 8 and 10. The first question is relatively simple, and it is also the easiest to lose points. Most of the points are lost because the questions are unclear, the meaning of the questions is not understood, the key words are not accurate, the answers are irrelevant, or the questions are not answered at all. The second question needs to answer the reason. There are many such exercises at ordinary times, so you should be familiar with them. However, some students only answered one reason, the answer was not comprehensive, and they lost valuable 2 points. The students asked in the third question did not examine the key word "how to communicate normally", but the focus should be "how to do it", while the students only answered that they should communicate with their parents actively, but did not write a comprehensive content about the essentials of communication and the art of communicating with their parents. These contents are "specific methods", and the key points are not answered, so you lose points. There are still many students who have not carefully examined the questions, especially the three tips in brackets, so there are answers like "fragment 1" and "fragment 2", which are irrelevant and even repetitive. Two questions and answers have the same answer. Or forget everything and can't answer questions point by point.
In this exam, as far as this issue is concerned, the students' test results are not very satisfactory, and most students did not get full marks because they lost points on this issue. This topic is a big topic to examine students' ability, and it is also a weighty topic to reflect students' real level. The problems exposed by students deserve our reflection in future teaching.
Three. Problems in teaching and learning:
1, the exam questions are unclear, you don't look at the questions carefully, you can't grasp the key points of the materials and questions, and you can't find the starting point for answering questions. I don't know what to ask and what to answer.
2, lack of answering methods and skills, can not suit the remedy to the case, or deal with things in a few words, or copy a thousand words, can not answer questions accurately and comprehensively.
3. The technical terms are not standardized, the answers are chaotic, the main points are unknown, and the level is unknown.
4. The basic knowledge is not solid, the students' concepts are vague and the impression is not deep.
Fourth, the improvement measures are as follows:
1, strengthen the classroom: the classroom is the main position of education, one minute in class and ten years after class. Every teacher should be efficient in class. Teachers speak carefully, students listen carefully, teachers guide and students are active. This requires practical changes in the teaching process, from focusing on knowledge transfer to focusing on ability training, from research topics to research questions, from telling answers to teaching methods, from blindly picking up textbooks to paying more attention to social practice.
2. Consolidate the foundation: the foundation is the key. In teaching, we should strengthen students' questioning and dictation, especially the knowledge requirements for key points, difficulties and test sites, so as to help students answer questions flexibly and calmly.
3. Pay attention to actual combat: in teaching, pay attention to the training and comments of typical questions, strengthen the ideas, essentials and methods of answering questions, especially improve the students' level of examining questions, and cultivate students' sensitivity to obtain effective information from materials through practice.
4. Return to life: Starting from this subject, "politics is society and classroom is life", so political teaching should be extended to extracurricular activities. Teachers should ask questions to students, and students should collect information with questions, pay attention to current politics, observe society, and analyze problems in real life independently with textbook theory.
5. Pay attention to details: First, political terms; Second, write good words; Third, distinguish points.
The analysis and summary of the quality of the mid-term exam of the class teacher in senior two shows that four hours passed quickly, and the mid-term exam passed in a blink of an eye. I don't think the math subject in this exam is ideal. 16 Only one student in the class got full marks, and the lowest score was 10, which was a big gap.
The content of the test paper is analyzed as follows: there are three major questions in the test paper, multiple-choice questions, fill-in-the-blank questions and answer questions. There are many basic and intermediate questions and a few top questions in the second grade math exam. Generally speaking, the difficulty of the test paper is moderate, close to the textbook and outline. There are not many problems in choosing to fill in the blanks, which are closely related to the concepts and properties of the first, second and third chapters of mathematics textbooks. This calculation problem is moderately difficult. Question 6. In the multiple-choice questions, the students found it difficult after reading the questions, so they didn't think hard and chose an answer at random. In fact, it is not difficult to take the exam carefully, so the loss rate is high. The fifth and 16 items of the fill-in-the-blank question have got Pythagorean theorem, and the students have done well, as well as 14, 15 and 20 questions. 12, 17 and 18 need comprehensive application of knowledge, but the students are poor. The drawing problem in solving problems is the best one. This problem is not difficult to calculate, but the students didn't do well. Some students even forgot the format of the questions. This should be strengthened, because it is easy to grade and students can do well. Question 3: If students don't have good analytical conditions, they will miss the condition that the denominator can't be 0. Let the students learn to list the conditions they need one by one in the questions. The students in question 4 didn't expect to have equal line segments when folding, so making auxiliary lines will help solve the problem. Question 5: Students directly use half of the product of two right angles to calculate the area without judging that it is a right triangle, and there is also a great loss here. Generally speaking, we have repeatedly talked about and practiced the content of this exam in classroom teaching, and the result this time is much worse than expected. Through analysis, we have the following problems:
1, can't conform to the teaching philosophy of the new curriculum. In class, I always worry about whether students have accepted the knowledge points. In class teaching, teachers still talk more and students think less.
There is not enough time for students to discuss and think in the classroom. I'm afraid that our students won't think, and that the discussion will affect the teaching progress for a long time. The teacher will talk about all the problems, especially some difficult ones, which will not make us students think, discuss and express fully. So that your teacher thinks that the explanation has been thorough, and the students are still in a fog after listening.
3. The math homework we assigned after class was not carefully completed by students, and plagiarism was serious. In this way, students can't understand and deepen the theoretical knowledge in class by completing their homework independently.
4. Students can't adapt to the autonomous teaching that teachers try in class, and prefer to attend classes rather than study independently. Class is sitting in the classroom and listening to the teacher. Students are not active enough in class and form inert thinking.
In view of the above analysis, the following suggestions are given in the future teaching:
1, instead of rushing to class blindly in order to complete the teaching progress, it is better to slow down the classroom teaching progress, strive for the understanding of most students, and instill all the knowledge in each class into students. Practice some basic questions in class to deepen students' understanding of mathematical theory.
2. Strengthen the induction, summary and arrangement of knowledge points in classroom teaching, and try to let students sort out and summarize the knowledge points they have learned. In order to enhance students' comprehensive grasp of knowledge points.
3. Actively play the role of the main position in the classroom, and strive to make every student move in the classroom. Leave more time for students to think, discuss and express.
4. During the teaching and research meeting, exchange and discuss the teaching contents, students' learning contents, teaching methods and students' learning methods, write good feelings after teaching, and constantly improve our education and teaching level.
5. Use multimedia teaching as much as possible to increase classroom capacity.
6. Arrange an appropriate amount of math homework after class.
Analysis and summary of the quality of the class teacher's second grade mid-term exam. The annual midterm exam is over again. In this exam, the results of the four courses I taught were not satisfactory for many reasons. In order to make greater achievements in future teaching, it is necessary to sum up experiences and lessons. Therefore, a brief analysis of the mid-term exam is as follows:
First, students:
1. Unclear historical facts is a fatal weakness.
2. Some students have incorrect attitudes. Either they don't pay attention to it, or they think history is easy to learn, and they just recite it, so they can catch up quickly even if they fall behind.
3. Lack of ability to solve problems. How to find the best item from the four options and improve the correct rate; How to examine the questions well and answer them closely; How to arrange papers reasonably, score as many as possible and so on.
4. Reading is not detailed. I didn't listen to the teacher's advice, thinking that I wouldn't take exams everywhere, so I was lucky and suffered a heavy blow.
5. Can't read. Students are used to reading a textbook from beginning to end, but pay less attention to grasping the pulse of historical development, appreciating the connection between historical events and appreciating the profoundness of history.
6. Students' autonomous learning ability is poor and they are servile. They refused to work hard and took the initiative to reverse polarity. This is the main reason for their unsatisfactory grades. The eighth grade is the most polarized period for middle school students.
Second, teaching:
1. Due to the limitation of class hours and content, students can't form a systematic cognition of the content of the whole class.
Knowledge affected their mastery of the contents of textbooks.
2. Insufficient supervision and inspection.
3. Although historical stories can arouse students' interest, they sometimes take up too long and should be adjusted appropriately in class.
4. The teacher didn't dig the teaching materials in place, which led to some students not being exposed to individual questions during the exam, and as a result, students couldn't answer them.
Third, other aspects:
1. The questions in this exam are difficult, with a large number and a wide range.
2. The tight time before the mid-term exam, more content and less review time in the mid-term exam are also a reason for the poor exam results.
In view of the above reasons, I should strive to do in the future teaching work:
1. In class, teachers should explain social knowledge thoroughly, have clear views and make proper comments. There can be no right and wrong, ambiguous situation.
2. Unit tests and classroom exercises should be centered on teaching materials, with appropriate difficulty, and should not be divorced from students' reality.
3. In class discussion or cooperative learning, students should conduct in-depth research before class and fully grasp this "degree".
4. According to the teaching progress and the actual situation of the school, as many social practice activities as possible are arranged in combination with the teaching materials.
5. The evaluation of students' classroom lectures, discussions and answers should be objective and fair, and we should not praise and say yes blindly.
In addition, it is also important to teach students some learning methods and review methods:
1. Lead students to review, give specific content in each class, then draw back in groups, draw back in class representatives, and then connect teachers with knowledge systems in series, so that students can have a complete historical concept.
2. Teachers should unify their thinking and strengthen basic training; Learn more about students, put facts and reason, and let them understand the importance of history learning. Let some students who have made great progress in history introduce their learning experience, so that students can understand that the improvement of historical achievements is not unattainable.
3. Teach students how to read and think; Exercise evaluation is not only the reproduction of knowledge, but also the improvement of skills; Reasonable arrangement of class hours, reflecting subject knowledge and attaching importance to structural system; Attach importance to the improvement of students' ability.
4. Collect more information. Use a variety of teaching methods in the classroom to mobilize students' senses and make them have a strong interest in undergraduate content.
5. Communicate with students more after class, listen to students' voices and narrow the distance between students, which is helpful to the smooth progress of teaching.
In short, through this exam, I realized that there are still many problems and shortcomings in my teaching work. Under the new educational form, new courses, new textbooks and new ideas have given our teachers and students brand-new practical experience in education and teaching, but our practical teaching experience is still quite limited, which requires long-term exploration and efforts of all our teachers in order to seek development in educational reform.
Although the exam is over, the more arduous task is yet to come. I will redouble my efforts and get better results in the final exam.
Analysis and summary of the quality of the mid-term exam of the second grade of the class teacher 6 In order to improve the quality of mathematics education in an all-round way and promote the reform of mathematics curriculum and teaching, our school conducted a mid-term exam. The test paper analysis is as follows:
First, the paper analysis
This set of papers is ***6 pages, and the score is 100. This paper mainly investigates the scores in chapter 16 and the contents of inverse proportional function in chapter 17 of eighth grade mathematics. Including: fraction, operation of fraction, equation of fraction, inverse proportional function and its properties, practical problems and inverse proportional function. The overall difficulty of the test paper is appropriate. It can adhere to the principle of taking the outline as the key link and taking it as the basis, pay attention to the mastery of basic knowledge, cover a wide range, control the complexity of the topic, try to be concise and lively, and do not make a fuss about the complexity of operation.
The first question is a multiple-choice question * * * ten small questions, and the questions with high error rate are 2, 3, 6, 8, 10. The second question involves the operation of scores, and the difficulty of the topic is moderate, and some students lose points because of carelessness; The third question examines the mastery of the nature of inverse proportional function, which is relatively easy, and students' lack of experience in mastering the basic nature of inverse proportional function leads to mistakes; The sixth question examines how to solve the fractional equation into an integral equation. This problem involves the sign change, which students find difficult to do. 8. 10 involves practical problems, and students' ability to solve practical problems with mathematical knowledge is weak, so the error rate is high.
The second question is * * * seven small questions, and the questions with high student error rate are 12 and 16. Among them, the question 12 examines the form and nature of the inverse proportional function. The reason for the error is that the basic knowledge is not firmly grasped. 16 involves increasing roots, and students make mistakes because their understanding of increasing roots is not in place.
The third topic is to solve seven small problems. 18 questions examine the mixed operation of fractions, and 19 questions examine the solution of fractional equations, which are relatively difficult and belong to simple questions. 20 questions are simplified before evaluation. In essence, it is also a mixed operation of examining scores, but the difficulty is slightly higher than 18, and students often make mistakes in the process of simplification. 2 1 question mainly examines the relationship between the undetermined coefficient method and the inverse proportional function. The topic is simple, and students generally get grades. The essence of Question 22 is also to solve fractional equations, which is an expansion and improvement of the ability to solve fractional equations. It is difficult and the student's error rate is high. Question 23 is an application problem for solving fractional equations, and the difficulty is moderate. The reason why students make mistakes is the same as 8, 10. It is not difficult to investigate the inverse proportional function and practical problems in small questions, and generally you can do it right.
Second, student analysis
The class I take is Class One, Grade Eight, with uneven levels of students and serious polarization. Students' learning atmosphere is not very strong, and some students' learning attitudes are not correct. Students with good academic qualifications have weak adaptability to topics, while students with average academic qualifications have insufficient knowledge of basic knowledge and understanding of some concepts. The common fault of students is their weak ability to solve practical problems.
Third, improvement measures.
The following improvements should be made in future teaching:
1, return to textbooks and lay a solid foundation.
It is necessary to strengthen the teaching and training of basic knowledge so that students can master the necessary basic knowledge, skills and methods. At the same time, it is necessary to strengthen students' understanding of basic concepts, strengthen training according to the requirements of the syllabus, and lay a good foundation for junior high school mathematics.
2. Respect students' individual differences and teach students in accordance with their aptitude.
The level of students is good or bad, so we should teach students in accordance with their aptitude, especially the underachievers, and give more help and attention to prevent students from falling behind. At the same time, top students are encouraged to make continuous progress.
3. Pay attention to life and strengthen application.
Enable students to understand the world from a mathematical perspective and solve practical problems around them with mathematical knowledge and methods. In teaching, we should always pay attention to the reality of social life, write some practical mathematics questions close to life and reality, and guide students to learn to read, examine questions, obtain information and solve problems. Effectively improve students' ability to solve practical problems.
4. Strengthen training and improve computing ability.
On the premise of laying a solid foundation, strengthening training can not only improve students' ability to solve problems, but also deepen their understanding of basic knowledge. For examples, exercises, exercises and review questions, we should not focus on the topic, but change the test questions, explore solutions, study the connections and differences with other test questions, explore the mathematical thinking methods contained in them, and analyze the knowledge value and educational value of the test questions one by one.