Analysis of the final quality of the second grade mathematics: On the whole, the difficulty of this exam is moderate, with six big questions, and the content is unbiased and not strange, which 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 inspect the mastery of mathematics foundation and basic skills and to guide and cultivate teaching methods and learning methods.
First, performance statistics
Second, the answer analysis
Teachers pay less attention to the aspects and lose more points, which are mainly reflected in:
(1) does not emphasize some confusing problems thoroughly enough. Lead students to have a wrong understanding of some knowledge points, such as: in the company, put? 3+5? With what? 3? 5? Together? Two plus three? With what? 2? 3? This reminds us that in the future teaching, students must master some problems.
(2) Some basic knowledge is not extrapolated during the lecture, which is the main reason why students lose points in the exam. The obtuse angle is the same, and many students judge in pairs. Because students know that all right angles are equal, they make a wrong judgment without thinking clearly, which the teacher did not emphasize in the lecture. Students have mastered the better part:
(1) The basic knowledge is solid, and certain basic skills have been formed.
Whether students' basic knowledge is solid or not will directly affect their future study and the development of various abilities. Therefore, in the usual classroom teaching, teachers pay more attention to the training of basic knowledge, especially calculation, which is ubiquitous in mathematics and will be used at any time in life. Therefore, the second-grade math teacher insisted on practicing every morning and evening, so he lost less points.
(2) Strong ability to solve problems with mathematical knowledge.
The purpose of learning mathematics is to solve problems with mathematical knowledge. Therefore, cultivating students' ability to use mathematical knowledge to solve problems has become one of the important goals of our teaching. In the usual teaching, teachers pay attention to creating various life scenarios for students by combining what they have learned, so that students can consolidate what they have learned and experience its application value in the process of solving problems, so that students have strong problem-solving ability. So the sixth big question and the third small question lose less points.
(3) Have good writing habits.
In this test paper, except for a few students, most students write neatly and the paper is neat, which is inseparable from the teacher's guidance and training and the students' efforts.
Third, teaching reflection.
(1) 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 every day for students to recite multiplication formulas and practice oral calculation. 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) Pay attention to double-base training, effectively use classroom time to solve basic problems in class, and at the same time solve problems that you don't understand after class.
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The final quality analysis of the second grade mathematics: This quality monitoring embodies the curriculum concept, pays attention to examining students' ability, and makes an objective and fair evaluation of students' learning situation in one semester. In order to better implement the requirements of the new curriculum reform, comprehensively improve students' comprehensive quality and promote teachers' teaching work in the future, this paper analyzes the situation of this second-grade mathematics examination. Mainly from three aspects of quality analysis:
1, this paper has a wide range of knowledge and flexible questions. It not only pays attention to mastering students' basic knowledge, but also pays attention to letting students solve practical problems in life with what they have learned, which fully embodies the requirements of the new curriculum standard.
2. This exam, unified marking time, unified examination time, school invigilation, five-year unified adjustment of papers, running batch of papers, teachers' points, year-end director's check, school-level leaders' centralized marking, strict procedures.
3. The questions of this second-grade math test paper are divided into three parts: the first part (direct writing), the second part (vertical calculation difference and off-line calculation), and the third part (filling in the blanks, connecting, judging, counting, judging and applying), which respectively examine students' computing ability, ability to understand concepts, ability to solve related math problems, and basic quantity.
Second, the test results and analysis
(1) Achievements
According to the feedback from teachers and students after the exam, the average score of the year group with satisfactory results is above 90 points. The excellent rate accounts for half of the year group, and the passing rate is 100%. The correct rate of five major questions is above 90%, and the average score of three classes is above 90%.
Reasons for success:
1, the school pays attention to the attention of teaching leaders.
After the mid-term test, two quality analysis meetings will be held (annual cycle is the unit, 1? 5-year collective meeting) In view of the shortcomings of the mid-term exam, examine the reasons from the perspective of students and teachers, deeply analyze and make rectification. In the final review stage, a principal, a teaching principal and a teaching director go deep into the class, listen to the review class and give guidance, so that the final review can be carried out in a solid and timely manner.
2. Give full play to the team strength of the school-based teaching and research group.
The school has set up a school-based teaching and research team. Each team delved into the teaching materials, devoted themselves to the study of curriculum reform, and discussed it many times, which played a role of radiation and demonstration, so that all the teachers in the post of the team improved their business to varying degrees.
3. In the first year, the teacher worked hard and reviewed steadily. In the second grade group, teachers treat each student's study with a serious attitude of being responsible to students and parents, so that they can know every student's study and ideological situation like the palm of their hand, and adopt hierarchical teaching and review, which not only makes students? Are you full? Let the students again? Eat well? Make a careful review plan in a year, and review it in stages in an orderly manner according to the plan, so as to review it in time.
First, on the surface:
Students' thinking ability is gradually improved, but? Double base? This work needs to be further strengthened. In practical application, the two parts of the small tour guide
The correct rate of students is above 90%, which shows that students' thinking ability and ability to solve practical problems by using what they have learned are gradually improving, and the correct rate of calculation is 98. 2%, but it is worth noting that students often ignore the most basic knowledge.
For example, the blank fifth question is seriously lost. This part focuses on the relationship between remainder and divisor, which students can't understand correctly. Fill in the blanks in the second question and judge in the third and fifth questions, and lose more points, and the concept of logarithm is vague.
B, found the problem: students:
1, students are careless, which is manifested in copying wrong numbers, inaccurate calculation, careless examination of questions, and not checking after answering questions.
Teachers need to pay attention to the cultivation of students' non-intelligence factors and study habits.
2. In the teaching reform, many teaching contents are presented in various forms of problems. Such as: graphic questions, table questions, essay reading questions, comprehensive application questions, from the students' answering situation, students' reading comprehension ability and observation ability are not strong, which leads to the problem of not knowing where to start.
Teacher:
1. Because every lesson in the new textbook is situational teaching, it is difficult to grasp the knowledge points of this lesson with situational game propositions, and it is also difficult for many teachers who have not taught the old textbook to grasp the knowledge points of this lesson. Without assessment requirements, it is difficult for teachers to grasp what students should master and what students should train their thinking, because the teaching materials are not clearly put forward.
2. The new textbook has many knowledge points, a large amount of information, and less class time. Teachers have no time to dig deep into the textbook and do many questions for students.
Third, suggestions for future teaching
1, professional guidance, strengthening teachers' general training. To further change their ideas, students should adopt advanced teaching modes and methods, teach with a developmental perspective, tap teaching materials close to life, and realize the effective connection between teaching materials and life.
2. Peer assistance
Give full play to the role of school-based teaching and research team, prepare lessons, discuss and mark knowledge points together, and improve the efficiency of project teaching.
Step 3 cultivate habits
Pay attention to cultivating students' good mathematical study habits and mathematical thinking quality, and improve their self-confidence in learning.
In short, through the analysis of test papers, in addition to finding some shortcomings in teaching, it is more important to create an interactive communication between teachers, clarify the direction of future efforts, achieve the goal of * * * and improvement, and promote the development of education and teaching in our school.
The final quality analysis of the second grade mathematics: 1. Basic information of the exam;
There are 54 people in Class 2 (3) taking the exam, with a passing rate of 98% and an average score of 9 1. 898, with the highest score 100 and the lowest score of 55. There are 54 people in Class 2 (4) taking the exam, with a passing rate of 98% and an average score of 9 1. 48 1, with the highest score of 100 and the lowest score of 45.
Second, the overall analysis of this paper
There are six big questions in this exam, including what I learned in the second volume of Senior Two. The types of questions are diverse and cover a wide range, including filling in the blanks, judging, choosing, calculating, statistics and graphics, solving problems, etc., which embodies the teaching objectives of the new curriculum. From the surface of the paper, the students' handwriting is neat, the surface of the paper is neat, the writing is very serious, and the basic knowledge is relatively solid.
Third, the specific analysis
Fill in the blanks in the first big question: fill in the blanks in the fifth small question (watching the clock). Most students will make mistakes, which is more difficult for children in grade two. Some excellent students didn't get 100 because of this mistake. The full score of this question is 22, and the average score of students is 20. Four points.
The second big question judgment: children who make mistakes don't look at the questions carefully, but do them without understanding them, which leads to mistakes. The full mark of this question is 10, and the average score of students is 9. 1 1.
The third multiple-choice question: There are many mistakes in the fourth question, which is also the difficulty of this exam. For children in lower grades, the analysis of the problem is not fully understood, leading to wrong questions. The full mark of this question is 10, and the average score of students is 9. 74 points.
The fourth problem: well done. Only a few children with 80 points made mistakes because they forgot to carry them, abdicated or copied the wrong questions. The full score of this question is 24, and the average score of students is 22. Five points.
The fifth problem is graphics and statistics: some children don't care about anything, and count the wrong statistics, resulting in a series of mistakes. The full mark of this question is 1 1, and the average score of students is 9. Eight points.
Problem solving of the sixth question: This sub-question is very good, basic, comprehensive and flexible. It examines students' ability to apply what they have learned. The students did very well, and only a few students made mistakes because of misreading the figures. The full mark of this question is 23, and the average score of students is 2 1. Two o'clock.
Fourth, the existing problems and reasons:
1. The ability of individual students to read, examine questions and analyze problems needs to be improved.
2. A few students have not developed good inspection habits, which is reflected in the fourth judgment. Students lack knowledge, analysis and ability.
Improvement measures of verb (abbreviation of verb);
1. Pay attention to cultivate students' serious attitude and gradually develop the good habit of analyzing and solving problems.
2. The connection between mathematics and life. Pay attention to practical application, guide students to solve practical problems with what they have learned in teaching, and further cultivate their ability to apply knowledge and solve problems.
3. Individual competitions such as oral calculation and calculation are often held to improve students' computing ability.
4. Pay more attention to the connection of knowledge in teaching, get the most effective effect with the least time, and practice more in class. Practice skills such as calculation, analysis, solution, oral expression, etc. In groups, students learn from each other, and excellent students drive students with learning difficulties to learn. Provide convenience for those students who have not consolidated their new knowledge environment after class.