Analysis of the Mid-term Examination Paper in the Second Volume of Grade Two in Primary School 1 1. Guiding ideology
Guided by the concept of new curriculum reform, based on mathematics curriculum standards and teaching materials, and according to the age characteristics and knowledge of students, the examination questions are compiled.
Second, the examination paper analysis
1, according to the curriculum standards and teaching materials, with wide coverage and moderate difficulty. Focus on basic knowledge, basic skills, spatial concepts and problem-solving ability. It is comprehensive and flexible.
2. On paper, it can be roughly divided into two categories. The first category is basic knowledge, which is mainly based on filling in the blanks, judging, selecting, calculating and operating questions. The second category is comprehensive application, mainly practical problems. Whether it is the type of test questions or the expression of test questions, you can see Mr. Juan's unique vision. Can the test paper start with the test of students' learning ability and test the first unit carefully and flexibly? Unit 4 Mathematical knowledge. It breaks the students' habitual thinking and can test the multi-angle and flexibility of students' thinking. ,
3. The questions are comprehensive and targeted. The design of test questions fully considers the age characteristics and actual situation of students, and evaluates students in combination with the teacher's evaluation of students' growth records and test questions. The questions are novel and diverse, with pictures and texts. It embodies the basic idea of diversification of evaluation objectives and methods, and also embodies the flexibility and innovation of mathematics.
Third, the analysis of students' answers.
1, the first big question: fill in the blanks.
There are 8 small questions in this topic, which are typical and involve a wide range. It comprehensively examines students' mastery of basic knowledge, the formation of basic skills and their flexible application ability of mathematical knowledge in textbooks. The score rate of students in this question is high, with 3 students getting full marks. The eighth question is the one that lost more points, and two-thirds of the students almost lost points. Although we have talked about similar topics and trained them in the usual teaching, most students will still lose points, mainly because they don't understand? & lt？ And then what? & gt？ What are the meanings and uses of these two symbols? & lt？ (that is, from small to large), and most of the students are arranged in order from big to small. Therefore, we should strengthen this knowledge in future teaching.
2. the second question: judge right or wrong.
Judgment question is a knowledge test of important issues, which not only tests students' mastery of knowledge, but also tests students' ability of judgment, discrimination and understanding, not just their memory. There are five small questions in this question, which are relatively good and can examine students' ability, especially the fourth small question: 72? 8=9, pronounced 72 divided by 8 equals 9? If students don't observe carefully and use their brains, this small question can easily be misjudged as correct. Except for a few students' mistakes, most students got it right and scored higher.
3. The third big question: multiple choice questions
This question mainly examines the flexibility of students' thinking, which students usually do, but it is easy to make mistakes if the meaning of the question changes slightly. Such as: question 5:? At 4 o'clock on the clock face, the angle formed by the hour hand and the minute hand is (). ? Most students choose the right angle, which may be influenced by similar questions I have trained in teaching: namely? At 3 o'clock sharp on the clock face, the angle formed by the hour hand and the minute hand is a right angle. ? Therefore, most students choose the answer ① right angle and the correct answer ③ obtuse angle. This topic also sounded the alarm for teachers, teaching should not be too rigid, flexible and diverse, and efforts should be made to develop students' thinking.
The fourth question: I can calculate
There are not many mistakes in this problem, and most students have mastered the basic calculation, but in the process of doing it, there are careless phenomena. The topic with more points lost is: 72? 9+45 and 52-(32+8).
The fifth question: operation, drawing.
There are two small problems in this question, which mainly examine whether students learn to use the knowledge of translation to draw the position of simple graphics translated in horizontal and vertical directions on grid paper. Students lose more points in this topic because the number of squares in graphic translation is wrong, so we should strengthen this training in future teaching. Because learning this part of knowledge well plays a great role in helping students to establish the concept of space and master the mathematical thinking method of transformation.
The sixth question: solve the problem.
There are four small problems with this problem. This paper mainly examines students' understanding ability and links it with real life, so as to cultivate students' observation ability and life application ability. These questions are close to real life and students are very interested. Judging from the students' answers, there is a common problem: students' ability to read, understand and analyze the meaning of the questions is poor, their knowledge is rigid, and they cannot use it flexibly, especially their understanding of mathematical logic in the questions. Some students scribble, and what they write has no logic at all. For example, the first (2) small question: How much does it cost for Uncle Wang to buy five packs of instant noodles and an umbrella? 3 yuan for a bag of instant noodles, 9 yuan for an umbrella. ? Some students answered like this:? 5? 9=45 (yuan), what is this! If you ask such a question in your life, can you answer it? Question (4)? Please ask and answer the mathematical questions of division calculation. ? Only two students did this problem correctly, and all the other students lost points. The questions they ask are either calculated by addition or multiplication. Only five students did the fourth question correctly, and all the other students lost points. In addition to the above questions, students lost more points and completed other questions better.
Fourthly, the reasons for students' losing points are analyzed.
1, the concept is not clear and solid.
2. The ability to solve problems is not strong.
3. Did not form good study habits.
4. Lack of comprehensive ability training.
5. Students are still careless about calculation and can't master the basic knowledge well.
6. Some students' simple problems are complicated, and their spatial concepts and problem-solving abilities need to be strengthened.
Improvement measures of verb (abbreviation of verb)
1, in the future teaching, we should strengthen writing training, strict guidance and strict monitoring, so that every student can form a good habit of carefully examining questions, seriously thinking, carefully calculating and consciously testing.
2. Teaching materials should be used in teaching, so that students can develop the habit of analogy and analogy; Not teaching textbooks, not learning book knowledge, not only helping students complete the exercises in books; Teaching is closely linked with life, enhancing the awareness of application.
3. 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, we should fully display students' thinking, analyze problems by ourselves, design problem-solving strategies, and do more training such as analysis and compiling questions so that some students can learn from them. Afraid? Apply problems to similar application problems.
4. Strengthen the foundation and habits. Paying attention to the basic mathematics and strengthening the basic mathematics training are the magic weapons to learn mathematics well. Such as: oral calculation, quick calculation, etc. In addition, it is necessary to regularly check and fill the gaps for students, scientifically compile some simple materials that can strengthen the learning effect, set some obstacles for students to solve problems, let students solve these problems through thinking and exploration, and test, evaluate and correct them from time to time. At the same time, pay attention to the cultivation of students' study habits. Such as: estimation, checking calculation, examination questions, inspection methods, etc.
5. Pay attention to the process and cultivate the ability. The result is important, but the process is more important. Ability is formed and developed in the process of learning. In the usual teaching, we should make practical plans for the disadvantaged groups and attract them with the beauty of mathematics. Especially in comprehensive practical activities, we should fully display students' thinking, analyze problems by ourselves, design solutions and improve teaching efficiency.
6. Insist on writing teaching reflection seriously. Self-reflection is the only way for teachers' professional growth. Mathematics teachers should often reflect on their own gains and losses in teaching, analyze the reasons for failure, seek improvement measures and countermeasures, sum up successful experiences, and write teaching cases and experience papers, so as to improve the quality and level of their classroom teaching more quickly and become an excellent primary school mathematics teacher as soon as possible.
In a word, this question tests students' various abilities and hints at the future teaching direction. The above is my analysis of the mid-term exam of the students in this class. If there is anything wrong, please tell me.
Analysis of the Mid-term Examination Paper in the second volume of the second grade of primary school 2 Time flies, and the first two months of school are spent in tension and busyness. In order to test students' learning situation, further understand and master the teaching situation, and discover and summarize the success or failure of teaching in time, this paper analyzes the mid-term examination of mathematics in grade two, which lays a solid foundation for the teaching in the second half of the semester.
First, the analysis of test questions
1. This exam is based on the mathematics curriculum standards and closely follows the teaching materials. There are no digressions, strange questions and rote memorization questions.
2. Pay attention to the examination of basic knowledge and the ability to understand, analyze and solve problems, reflect the unity of knowledge and ability, pay attention to the examination of basic mathematical thinking methods and logical thinking ability, and properly reflect the right? Emotions, attitudes, values? Exam.
3. The difficulty and weight of the test questions are appropriate, with wide range, large quantity and moderate difficulty.
4. The types of test questions are flexible and diverse, and students can be examined from multiple angles.
Second, the examination situation analysis
The test paper is not difficult, involving some basic questions, so the pass rate is high, but at the same time, the situation of losing points in basic questions still exists, and the excellent rate is not very high. The biggest problem in the exam is that students don't read, answer and check the questions carefully.
Except for a few students, the accuracy of the first three questions of other students is relatively high.
The fourth problem is the calculation of off-design conditions. The score rate of this question is high, a few students are not clear about the calculation order of mixed operation, and the cultivation of careful calculation habits is not in place.
The main mistake in the fifth question of drawing is the translation of graphics. Many students only translated one step or separated the two steps together. The reason is that they don't understand the meaning of the question. I want to know? Again? The function of this conjunction.
Except for a few students with learning difficulties, there are fewer calculation errors in the formula of the sixth question.
The seventh problem is to solve the problem. Some students lose points seriously, and the main problem is that they don't understand the meaning of the question. To understand the meaning of questions, the key is to let students learn to read questions and analyze them. These are all slowly trained in the usual teaching.
Therefore, in the future teaching, we should strengthen the teaching of calculating and solving problems, focusing on how to analyze mathematical information and problems and how to find out the quantitative relationship.
Third, there are problems.
1. The teacher stressed that the cultivation of students' habit of doing problems is not in place. Resulting in calculation error.
2. There is little language training and thinking training for students. Some students can't judge papers, they can't judge papers clearly, and their mathematical thinking is not active.
Fourth, improvement measures and efforts
1. Work hard in the classroom, study the teaching materials and curriculum standards carefully, grasp the important and difficult points in each class, and guide students to firmly grasp the knowledge.
2. Cultivate students' good study habits, including listening carefully in class, thinking actively, finishing homework on time and checking homework.
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3. Seriously guide students to read application problems, find out the known conditions and problems in the problems, teach students how to think and solve problems, gradually cultivate students' ability to solve application problems, and cultivate students' ability to do calculation problems with high precision.
4. Design all kinds of exercises around knowledge points, guide students to answer and cultivate the adaptability and flexibility of students' thinking.
5. Strengthen the guidance of underachievers, encourage them more, establish self-confidence in learning, and gradually improve their study.
6, the good unit inspection, timely leak detection, make up for the shortage.
Analysis of the Mid-term Examination Paper in the Second Book of Grade Two in Primary School 3 I. Basic Situation
In order to further understand and master the situation of mathematics teaching in primary schools, discover and summarize the successful experience of mathematics teaching in time, and provide the basis for standardizing and managing the teaching process more effectively and improving the quality of mathematics teaching in primary schools, the quality analysis is made on the midterm examination of the second grade of primary mathematics. In this mid-term exam, 32 people took part, 3 1 passed, the passing rate was 96.9, and 20 excellent students, with an average score of 84.3.
Second, the surface analysis:
Analysis of test questions: On the whole, the difficulty of this test question is moderate, with seven questions, and the content is in line with the students' cognitive level. The test questions focus on the basics, the content is closely related to the reality of life, and it is interesting, practical and innovative. It is helpful to examine the mastery of mathematics foundation and basic skills, to guide and cultivate teaching methods and learning methods, and to highlight the main contents. In the first half of the semester, the key contents were examined in the form of filling, calculating, practicing, distinguishing, unit conversion, hands-on operation, direction and route problem solving, etc.
Find the pattern in the first and seventh questions and fill in the numbers. Most students lose more points on this small problem, and only a few students fail to grasp the changing law of which number; The eighth and ninth grade underage students are not careful enough to examine the questions, so it is necessary for a large number of second grade children to think more and practice more in their usual teaching and develop good study habits in their beginner's life.
The second question, judging this big question, focuses on the basic knowledge in Unit 65438 +0, 4, 5. Compared with middle school students, they can try not to deduct points, and most of them are mainly concentrated on underachievers.
Third, the results of multiple-choice questions are good, almost all students can get corresponding scores, and some students make mistakes.
The fourth question? Calculation? . In fact, similar problems have been encountered in the detection of 1 unit and unit 2, so many students have made mistakes. I think it is necessary to practice this error-prone problem repeatedly. A few students are too careless in the calculation order of mixed operations and the basic calculation of adding and subtracting two digits.
The fifth problem, the operation problem, some students made mistakes. When drawing line segments, there was a big error in millimeter units, that is, they didn't understand the ratio between millimeter and centimeter units thoroughly enough. After the test, individual counseling memory exercises should be carried out.
In the sixth question, the direction and route, the students carefully looked at the pictures and judged and filled in by methods. However, in the third question, a small number of students were not careful enough to check, their understanding was too simple, the direction and route were not uniform, and they lost more points.
The seventh problem is to solve the problem. Except for some students who are confused in multiplication and division and forget to write in the company, most students can understand the topic, observe the topic carefully and answer the questions ideally.
Third, performance analysis:
Compared with the mid-term and final results of the previous two semesters, there is little difference in this mid-term exam, with an average score of about 83 points. Compared with the last monthly exam of this semester, it has made great progress, and the passing rate, average score and number of red stars have been greatly improved.
Fourth, the direction of efforts:
1, based on textbooks and rooted in life. Textbooks are the basis of our teaching. In teaching, we should not only take textbooks as the basis, but also infiltrate the key and difficult points of textbooks in a down-to-earth manner, and do not ignore some knowledge that we think is irrelevant. On the basis of teaching materials, we should closely connect with life, let students know more about mathematics in life and solve life problems with mathematics.
2. Cultivate students' analytical ability. In the usual teaching, let them analyze their own problems, design problem-solving methods, do more training such as analysis and compiling questions, and let some students learn from them? Afraid? Solve problems until you like to solve them, and you can answer them seriously.
3. Do more and practice more to effectively cultivate and improve students' computing ability.
4. Paying attention to life, cultivating practical ability, strengthening the connection between teaching content and students' life, and making mathematics come from life are important contents of mathematics curriculum reform. Do more topics related to life, lead students' learning to life and society, and effectively cultivate students' ability to solve problems.
Fifth, pay attention to the process and guide exploration and innovation.
Starting from students' age characteristics and life experience, organize students to carry out effective mathematics learning activities and guide students to learn actively. Infiltrating mathematical methods in classroom teaching should guide students to consciously check their thinking activities, reflect on how they find and solve problems, and do a good job in helping the poor.
Sixth, through this inspection and reflection, I realized that in the future teaching, I should do:
1, increase the training of questions and strengthen the training of students' oral and written skills.
There will be more novel and diverse topics for students to practice in the future.
3. Cultivate their ability to analyze problems and choose calculation methods.
4. Encourage students and cultivate their self-confidence in learning and mathematics.