Generally speaking, this final exam basically reflects the actual level of students. The results of this test are basically consistent with the students' usual performance, and the students basically play normal in the test. However, we think that students' exam results are only in good condition, not the most ideal. The test results reflect the gains and losses in teaching. I believe that as long as I carefully analyze and summarize the experience and lessons, I will effectively improve my teaching level, improve teaching quality and promote the development of education and teaching. Here I will evaluate and analyze the questions on the test paper.

1, the test paper consists of five questions, covering all the contents, and the proportion of each content is reasonable, which meets the arrangement intention of the teaching materials and the requirements of the curriculum standards.

2. The topic types are comprehensive and the presentation forms are diverse. According to the age characteristics of junior students, examination papers can enable students to solve problems in familiar things and specific situations based on real life experience and existing knowledge, and improve students' interest in solving problems.

Second, the examination situation analysis

1. There are 309 references in this exam, with the highest score of 100 and the lowest score of 25. The excellent and good rate was 79.6 1%. The pass rate is 98.06%. The vast majority of students have neat papers and neat writing, and their answering ideas are relatively smooth.

2. Time monitoring: Judging from the answer time, most students finished the whole paper in about 40 minutes, and some students finished it in about 50 minutes, but a few students finished it just before handing in the paper.

Third, the analysis of students' answers.

The first big question, "I can fill in", has a total score of 74 16, a loss rate of 9 18 and a loss rate of 12.4%. The overall situation of fill-in-the-blank questions is better, but the underachievers lose more points. * * * There are 9 sub-questions, among which there are many mistakes in sub-question 5, mainly because this type of questions have been talked about in lectures at ordinary times, but they have not been specially practiced on paper, and some students can't understand the meaning of the questions.

Some students can't express themselves clearly and can't express themselves in words, while a few students can't, leaving blank or doodling.

The second question "I will choose" has a total score of 3090, a total score of 900, and a loss rate of 29. 1%. The loss rate is relatively high, and most of the errors are in 1. Most of these mistakes are underachievers, which shows that these students have not mastered this diagonal knowledge well and caused more losses.

The third question, "I can do it", has a total score of 4326, a total score of 5 16, and a loss rate of 1 1.9%. "1. Lian Lian" is basically correct, only a few students accidentally make mistakes, and the second minor problem is the fault in the third clock. Influenced by the first two questions, many students didn't notice that the last question was "15 minutes" and the fourth question was "I can calculate", with a total score of 8652, totaling * * *. "1. Numbers written directly", only a few students made mistakes because of carelessness. The main error occurred in "2. Vertical calculation ". Some students want to add carry without descending digits, which shows that some students are not very good at the content of carry addition and abdication subtraction.

The fifth big problem, "solving problems", has a total score of 6489, a total score of 9 12, and a failure rate of 14. 1%. There are many mistakes in the second question (1). Individual students only worked out a bright * * * and how much it cost, but they didn't notice that "60 yuan is negative 10 yuan" in the question, and they didn't compare 66 with 60, resulting in losing points. The third question (1) proposed to solve the problem by multiplication, but some students didn't notice that this question should be solved by multiplication. Although the question is correct, it does not meet the requirements of the question, because the examination of the question is not careful and there are mistakes.

Third, the problems in teaching

Problems that have arisen:

(A) Some students are not good at computing.

Most students did well in this test paper and reached their highest level. However, from the marking, it is found that some students' computing ability is not enough, especially those with 70 points or so. It's not that the method is bad, but that the calculation ability is poor and the accuracy is low. It is necessary to improve the calculation accuracy in the future.

(B) Some students' comprehensive ability to use knowledge is poor. Those students with a score below 70 have poor application problem analysis ability, can't analyze problems with a little inflection point, and have poor calculation ability, so their grades are not high.

Fourth, improvement measures.

In view of the problems existing in marking this unified examination, we should reflect on our own teaching and strengthen it in the following aspects in the future:

(1) Strengthen the cultivation of students' study habits and active learning ability. Attach importance to classroom teaching, and stimulate students' interest in learning mathematics by creating situations, evaluation and encouragement.

(2) Pay attention to the close relationship between life and mathematics, and make it run through the whole mathematical inquiry activity, so that students can learn mathematics in life and solve practical problems in life with mathematics.

(3) Oral calculation and written calculation are the most basic topics. Set aside 5-6 minutes for students to practice every day. Strengthen the cultivation of students' computing ability, pay attention to cultivate students' good habits such as careful calculation and inspection, and improve the accuracy of calculation.

(4) Fully understand students' learning situation, stimulate students' enthusiasm for learning, promote students' all-round development, and help students build self-confidence in learning mathematics well. Strengthen students' reading comprehension ability. Judging from the overall situation of the examination, we should also pay attention to students' ability to examine questions and understand them in the usual teaching. In the usual training, consciously change all kinds of questions, so that students can master knowledge and avoid the phenomenon of learning to death.

(5) Understanding the individual differences of students varies from person to person.

(6) Pay attention to the situation of underachievers.

(7) Further strengthen the cultivation of students' good study habits such as concentration and careful examination.