The test questions are comprehensive and consist of six major questions. The first question, carefully fill in the blanks accurately 18 points; Second, carefully scrutinize and analyze 10; The third question, repeated comparison, carefully choose 10; The fourth question, pay attention to the examination, and calculate 30 points carefully; Fifth question, carefully draw pictures and fill in the blanks with 6 points; The sixth question, flexible use of knowledge to solve problems, 26 points.
Second, students' main problems, loss of points and analysis of the reasons.
(A) the students' gains and losses on each major topic
Fill in the blanks in the first question, judge the second question and choose the third question. 78 students answered well and grasped the concept firmly, while 28 students were confused. There are still 30 students who do poorly in answering these three questions, and the wastage rate is over 40%. Eighty students answered the fourth calculation question very well, and the calculation was more accurate. There are still 30 students who have poor computing ability, have a poor knowledge of decimal addition, subtraction and arithmetic, and can't use arithmetic flexibly to calculate. The fifth operation problem, most of the students didn't do well, and their drawing habits were poor, so they missed the orientation of their positions. Most students have done well in the sixth question, but some students have poor understanding of the application questions.
(2), cause analysis
1, students are not careful in examining the questions, misread numbers and operation symbols, misread the requirements of the questions, and are careless in calculation. , are important reasons for losing points. For example, in the vertical calculation of the second question, many students misread the numbers, and in the fifth question of the sixth question, the maximum body temperature of 39. 1℃ was taken as 39℃, which was a lot of mistakes.
2. On paper, students are confused about a concept to varying degrees, whether they are calculating or filling in the blanks. 1 fill in the blanks, and the correct rate of 6 questions is low.
3. Judging from the students' answers, we didn't cultivate the students' habit of carefully examining questions and language expression ability, and some students didn't choose math questions well, which led to losing points.
Third, the main measures and suggestions to improve teaching
1, pay attention to the flexible use of teaching materials, take teaching materials as the basic materials for students to engage in mathematics learning activities, actively tap the rich teaching resources contained in real life and carry out effective teaching activities. It is worth mentioning that teachers should pay attention to the connotation and extension of concepts in teaching, make more efforts to understand concepts and avoid rote learning. The key is to grasp the essence.
2. Improve teaching methods and students' learning methods. The curriculum reform emphasizes the improvement of students' learning methods and advocates the establishment of learning methods characterized by "active participation, willingness to explore, exchanges and cooperation". Starting with improving classroom teaching, we should seriously reflect on our own teaching behavior, organize students' autonomous learning and inquiry learning, pay attention to cultivating students' interest in learning mathematics, and create a democratic, relaxed and harmonious teaching environment and atmosphere, so that students can have their own time and space in the classroom and have the opportunity to display their talents.
3. Seriously improve and make up the difference. Especially for underachievers, I can solve my counseling pressure through student-student interaction and home-school cooperation. Underachievers are the main factor that affects the average class level, and strengthening individual counseling for these students is also the key to further improve the teaching quality.
4, contact with the actual life, and guide students to learn vividly. Mathematical knowledge comes from the reality of life. In the teaching process, life examples are introduced into the classroom, and the learned knowledge is applied to the process of solving practical problems, so that students can ask questions, analyze problems and solve problems in an active and comprehensive inquiry, which not only broadens the breadth of knowledge, but also cultivates students' ability to apply mathematical knowledge to solve practical problems.