For this exam, I have the following feelings:
First, pay more attention to students who are weak in mathematics learning in class and encourage them with the simplest questions;
Second, after-school homework, you can choose homework suitable for students of all ability levels, so that they have a sense of accomplishment when doing homework and feel that they have learned something today.
Thirdly, for students with strong ability, we can give them some difficult topics to think about and improve their enthusiasm for learning mathematics.
Measures for future mathematics teaching;
1, strengthen basic skills training and reduce unnecessary points.
In mathematics marking, we found that the students in our class are not low in problem-solving ideas, methods and skills, but they often lose points in some basic links, which is especially reflected in this calculation. Therefore, we should always pay attention to strengthening students' basic skills training in teaching. It is necessary to implement the training of the accuracy of operation, the speed of solving problems, the conciseness and accuracy of expression, and the standardization of writing.
2. Strengthen students' training in solving fill-in-the-blank problems.
Fill-in-the-blank questions account for a lot of points (20 points), and most of them are basic questions, which should be a good place for candidates to get points. However, it can be seen from the previous difficulty statistics that many candidates are frustrated from this site. This is mainly because the fill-in-the-blank questions only fill in the final results. Even if the thinking and process of solving the problem are correct, as long as there are errors in the calculation or the expression of the results is not satisfactory, you can't score. Therefore, as long as the result of filling in the blanks is not the requirement of the process, there is both a loose side (you can not write the process) and a harsh side (you can't make mistakes) for candidates. Many people (including some teachers) only pay attention to the former and ignore the latter, which is one of the main reasons for the low score of filling in the blanks. In this regard, we should strive to improve the accuracy of students' operations and the standardization of the expression of results.
3. Improve the teaching level of "situational" problems.
"Situational" problem teaching can not make a fixed model for students to follow, but let students learn to use existing knowledge flexibly to solve practical problems. Don't always engage in some old problems (of course, it doesn't mean that you don't want to engage in old problems at all). Instead, we should make up new problems for students to solve based on the materials that reflect the content of today's market economy. Obviously, the teacher's scripted teaching in order to save trouble has not adapted to today's situation.
4. Strengthen ideological education in mathematics teaching.
The analysis results show that the polarization of mathematics scores in our class is more prominent. Junior high school is compulsory education, and teaching should emphasize all students. Some students can't even add, subtract and fill in the blanks of rational numbers. Obviously, this can never be attributed to the foundation and brain quality of these students, but to the result that they are tired of learning and have no intention to learn at all. In view of this, we believe that mathematics teachers have the responsibility to strengthen ideological education for students, inspire and encourage underachievers, and cultivate their interest in mathematics. Only in this way can we effectively narrow the gap between poor students and make the mathematics teaching achievements in our class reach a new level. Soon, we will usher in the final exam of this semester. I believe that students will grow up little by little after each exam.
Summary and Reflection on the Second Period of Junior One Mathematics "Add and subtract one hundred (written calculation)" is taught on the basis of students' learning "understanding of numbers within 10,000" and "adding and subtracting two digits with two digits (oral calculation)", which plays a connecting role and lays a foundation for learning the addition, subtraction and structural calculation methods of multi-digit written calculation in the future. This is a calculation teaching class. In traditional mathematics teaching, calculation is associated with boring, mechanical and repetition. The calculation course often only pursues the proficiency and accuracy of calculation, with single algorithm and boring form, and only pays attention to skill training. Mathematics classroom under the concept of new curriculum standard gives students more space, time and initiative, guides independent inquiry and cooperation, and makes children enjoy and love learning.
According to the concept of mathematical standards, in order to make calculation no longer boring, I try to embody the following points in teaching:
1. Create interesting situations and ask questions in life.
In classroom teaching, I creatively use teaching materials to show students familiar situations and make abstract problems concrete through teaching. After the students understand the meaning of the picture, I let the students ask their own questions according to the meaning of the picture.
2. Provide learning space and explore and calculate independently.
When teaching algorithms, I first guide my children to recall the written calculation method of adding and subtracting two digits that they have learned before, and then I think, "Is the addition and subtraction of hundreds and dozens of digits the same?" Then, in groups of four, the students explore hundreds of pen-based addition and subtraction methods. During the discussion, they went through the process of asking questions, analyzing problems, solving problems, understanding algorithms, constructing methods, perfecting ideas, sublimating ideas, truly mastering algorithms and internalizing arithmetic.
3, design level exercises, apply what you have learned.
Practice should be graded, and the design of practice should be from easy to difficult, from shallow to deep, from simple to comprehensive, with a certain slope. Multi-level training is conducive to exposing differences and developing students' thinking ability. In order to realize this idea, I designed an exercise to make students of different levels get different gains in learning mathematics.
Summary and Reflection on the Mid-term of Junior One Mathematics 3 In a blink of an eye, the semester is over and the mid-term exam is over. I will make a summary of this exam.
First, the paper analysis
The mid-term exam questions are moderate in quantity and difficulty. The test question * * * has six major questions, including filling in the blanks, selecting, calculating, factorizing, solving equations, geometric reasoning and solving problems. This set of questions has more than 80 points of basic knowledge, which is often practiced at ordinary times, and there are also about 10 questions, which is a bit difficult. This paper is focused and comprehensive, which is a good paper to examine students' basic knowledge, basic skills and basic thinking methods.
Second, the analysis of test scores
In this exam, the results of our class are very unsatisfactory. Especially in 1 1 class, the number of excellent students and the average score are low. Class 7 has17 (above 90), class 7 has only 8 (1 1), and class 1 has 10 failed, 165438+.
Third, the analysis of students
From the examination paper, students' achievements are mainly manifested in the following two aspects:
1. Students don't do the questions carefully, and they don't check after they finish. You shouldn't lose so many points in calculation and factorization, but the scoring rate of calculation questions in 1 1 class is 48.7%, and 2 1 students make mistakes, and 18 students make mistakes in factorization questions. The error rate of geometric reasoning calculation in solving problems is high. Some students are careless and can write correctly in the first step, but they still make mistakes in the second step.
2. Students will not use what they have learned flexibly and will not draw inferences from others.
For example, a newly defined operation problem, students should be able to do similar problems last semester. Here, only the operation of the whole idea and algebraic expression is added, but some people forget the method, and many people will not popularize the operation of the whole idea and algebraic expression.
Fourth, self-analysis.
It has a lot to do with me that the students didn't get the ideal grades this time.
Because I didn't grasp the topic, I didn't review it comprehensively. After the review requirements of the two classes were put forward, the specific operation was not carefully grasped, especially 1 1 class, the review content was too late to finish, and the calculation exercise was not timely enough, so that the results were not satisfactory. When reviewing before the exam, variant training is not enough. Before the exam, students are only asked to do more papers and exercises, and the ideas and essence reflected in the topic are not revealed enough.
The requirements for students are not strict enough recently. Originally, the children in the two classes were very naughty and playful, which can be clearly seen from the usual recess. I don't listen carefully in class and answer questions actively, so the quality of my homework is not high. Because of my poor observation and management, my students' grades are not ideal.
In view of these problems, I have to take corresponding measures to make up for my mistakes. In the future, I will prepare lessons carefully, communicate with other teachers at ordinary times, actively absorb other people's experience to serve my teaching, and strictly require students to care more about students after class and concentrate on teaching, so as to achieve satisfactory results in the next exam.
Summary and Reflection on the Mathematics of Grade Four in Senior High School Through this midterm exam, I found that I have many shortcomings in mathematics, although my grades have been quite good at ordinary times. Junior high school teachers teach us: no pains, no gains. However, for me, I just want to get something for nothing. I have relaxed a lot in the last month.
I expected that I didn't do well in math before this exam, and I knew why I didn't do well in math. First, the basic knowledge is not completely mastered; Second, I didn't spend my time on the subject of mathematics; Thirdly, the junior high school math foundation is not solid enough, and the above reasons are the main reasons that lead to my poor math test.
After the exam, I feel very confused. Although I still firmly believe in my ideal, I don't know if it will be a daydream. Teacher, I really want to ask you, I'm afraid your initial dream was not to be a teacher, right? Have you ever been confused? In fact, after more than half a semester of high school, I didn't work hard, because I saw that many hardworking students were not as good as those ignorant students. I am afraid that my efforts have no result, but I let myself question myself.
Sometimes I want to study hard when I see my parents' slightly bent bodies, but this idea conflicts with the present situation and I have to do nothing. Once, someone asked me what I liked. Although I was very young at that time, I remember that I answered reading without thinking. After high school, many strange faces became familiar. It is those familiar faces that give me a strange feeling. I don't know the way ahead. ...
Summary and thinking of mathematics in the fifth period of junior high school. With the joint efforts of all teachers, the mid-term exam in our school has been successfully concluded. Teachers also analyzed and summarized the subject teaching according to the requirements of the school, looking for gaps and deficiencies, so as to make corrections and improvements in future teaching. Teachers, students and parents also attach great importance to this mid-term exam. Teachers should know their own teaching situation; Students want to know how they are studying, and parents are eager to know how their children are studying at school. At the same time, from the perspective of teaching management, we can know the teaching and learning situation in the second half of the semester through the examination, which can be used for reference and guidance for the teaching in the second half of the semester, so the school has carefully organized and arranged every link of the mid-term examination. This paper summarizes and reflects on the work before and after the mid-term examination:
I. Preparatory work
According to the requirements of the school, a general meeting of all teachers was held one week before the exam, which required great attention in thought and initiative in work. The main tasks are as follows: ① Strengthening students' writing training, emphasizing the writing and organization of test papers, accounting for 5%; (2) Emphasize the incentive evaluation mechanism, and award not only the learning achievement award, but also the learning progress award. (3) each class should do a mid-term review. (4) Strict examination discipline and no cheating. ⑤ Create an examination atmosphere and carefully arrange the examination room.
Second, marking work
This kind of marking is centralized and streamlined by teachers and arranged by the guidance office. Exam in the morning, and the teacher will mark the papers collectively in the afternoon. In the process of marking papers, all teachers can be responsible for the school and students, obey the distribution, do not complain, and complete the task seriously and excellently, which greatly improves the credibility and effectiveness of the examination, ensures the fairness and justice of the examination, and truly achieves the purpose of evaluating teaching in stages. Generally speaking, the marking quality is good, the reliability is high, there are almost no mistakes in unified marking and grading, and the mid-term marking work has been successfully completed.
Fourth, the work after the exam
After the exam, we mainly did the following work: ① The school timely counted the teachers' scores and sent them to the mailbox of the Academic Affairs Office; (2) Teachers write test papers for analysis.
Verb (short for verb) reflection
After the mid-term exam, many teachers and students often only pay attention to the exam results and ignore the more important post-exam reflection work. No matter whether the exam results are good or bad, we should sum up carefully after the exam, because only in this way can teachers and students find out the reasons for doing well or not. Finding the root of the problem will be more conducive to giving play to one's own advantages and correcting one's own shortcomings in future teaching and learning, so as to play an excellent level in subsequent exams, so the significance of self-reflection after the exam is no less than the exam itself.
After all, the mid-term exam is only a staged diagnostic test, and its results should not be exaggerated or absolute. Parents and teachers should help students analyze the reasons for the success or failure of the mid-term exam.
Students are advised to ask themselves three questions after the mid-term exam: ① Are their grades higher or lower than before? (2) If you rise, is it because the exam questions suit you (some students will get better grades when they encounter more difficult questions, while others will do the opposite), or other students have made mistakes, or your real level has really risen? (3) If it is dropped, what is the problem?
Reflecting on the results of the mid-term exam and the recent study status, students can grasp the key factors of the success or failure of the mid-term exam, the situation they are facing and the direction of their efforts as a whole.