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Analysis of the examination paper of the fourth grade mathematics midterm: analysis and summary of the final examination paper of the fourth grade mathematics.
Analysis of the second final examination paper of the fourth grade mathematics volume

First, the test paper proposition

This fourth-grade primary school math exam, the positioning of the test paper is relatively accurate, and the proposition basically conforms to the new curriculum and new ideas. The whole volume can be said to be a comprehensive survey of students' comprehensive learning ability, a comprehensive survey of students' mastery of the basic knowledge of textbooks, the formation of basic skills and their flexible application of mathematical knowledge. The practical application of students' mathematical knowledge is integrated into the test paper, emphasizing the integration of disciplines. Based on the examination of students' operational ability, it embodies the basic concepts and ideas of mathematics curriculum standards, and basically avoids off-topic, strange and difficult problems. Close contact with students' real life increases students' flexibility, examines their real level, and enhances their interest and confidence in learning and using mathematics. Let me analyze it from five aspects:

(a) the content is comprehensive and covers a wide range.

I think: "One of the criteria to measure the quality of a set of test questions is to see whether the test questions cover all the main contents of the textbook and whether the students' learning situation is comprehensively investigated." "This proposition is presented in an intuitive, vivid and interesting way, which not only pays attention to students' basic knowledge and ability, but also properly examines the learning process, which better reflects the target system of the new curriculum. The test paper has a large capacity and a wide coverage, covering almost all the contents of this textbook. From observing objects, knowing fractions, multiplication, addition and subtraction of decimals, polygons and probability statistics. Seven questions, 1-3 questions. Six questions examined the students' hands-on operation ability; The seven questions examine students' ability to find and solve problems and so on. The examination questions well reflect the hierarchy and moderate difficulty, but also take into account the students' thinking process and methods, feelings and attitudes in answering questions.

(2) Close to life and pay attention to reality.

Mathematics Curriculum Standard holds that "learning materials should come from nature, society and life as much as possible, so that students can learn valuable mathematics." Starting from students' familiar real situations and knowledge and experience, this test selects things and things that come from real society and life, happen to students and can be directly contacted, so that students can truly understand the relationship between mathematics and life and feel the life value of mathematics. For example, the second, third and third items of the sixth question are things that students are particularly familiar with in real life (small house map, ship map, shoes and socks to be used every day), which provide students with vivid and intuitive situations and facilitate students to analyze and solve problems with reality. Let students realize the connection between mathematics and life, experience the application value of mathematics and enhance their application consciousness in the process of exploring and solving practical problems with mathematical knowledge.

(C) practical, focusing on the process.

Mathematics activities must let students practice, organize and guide students to experience the process of observation, experiment, guess and verification. Through careful selection of materials, the teaching process and students' practical ability are skillfully examined. For example, in the sixth question, make the figure high, rotate the figure, draw the other half of the small house, and get shoes and socks through connection.

If the teacher does not attach importance to the students' hands-on operation in the teaching process and does not fully let the students experience the process of inquiry, then the students will be at a loss when answering the above three questions.

(4) reflect openness and foster innovation.

In order to cultivate students' abilities of observation, analysis, finding problems, putting forward problems and solving problems, flexible and open topics are designed in the proposition. For example, the picture of the ship in the second of the six questions is translated from the lower left to the upper right, first to () and then to (). (). The answer to the question is not unique, which can fully reflect the diversity of students' thinking. For example, the fourth item of the fifth question, three tricycles, provides students with a broad space for thinking. Although the fourth sub-item of the seventh question is a very simple travel problem, did the two cars meet through a question? Give full play to students' initiative, so as to improve students' ability to solve problems.

(5) Infiltrate humanistic care.

The examination paper not only examines students' learning situation, but also pays attention to showing humanistic care to students. Such as the frontispiece "Dear classmate: Hello! In order to understand the learning situation of a semester and facilitate faster progress in the future, I believe you can answer it easily and seriously. " Words like this can make students feel kind and caring. This not only narrows the distance between students and the test paper, but also helps to eliminate students' nervousness and fear about the test, making students feel that the test is just a pleasant self-test and exercise, and at the same time helps students to know themselves and build their self-confidence.

Second, suggestions

1. If you want to have a more comprehensive understanding of the students' learning process in a limited time and space, so that the test paper has both breadth and depth, you should read through the textbook and grasp the important and difficult points of the textbook.

2. Increase the humanistic strength of the test paper, and make every question have words to encourage students as much as possible. For example, a calculation problem can be marked with the words "Calculate carefully, I believe you can do it".

3. Enrich the types of fill-in-the-blank questions, and add some additional questions that are slightly more difficult to achieve different degrees.