Analysis of Mathematics Test Paper of Grade Four in Primary School (1)
I. Comprehensive evaluation
This kind of test paper has a large coverage and few knowledge points, which can test students' knowledge level. Most of the questions focus on the basics, the content is closely related to the reality of life, and the interest, practicality and innovation are emphasized. It highlights the characteristics of the subject and embodies the spirit of mathematics curriculum standards. This paper focuses on what students have learned this semester, which embodies three highlights: the first highlight: the detection of migration ability. The second highlight: solving problems in life with mathematics, reflecting the value of learning mathematics and the charm of thinking about mathematics. The third highlight: cleverly set open questions and show individual thinking. Encourage students to show their way of thinking and problem-solving strategies.
Second, the test analysis:
From the analysis of students' answers, students have a firm grasp of basic knowledge, but they are not flexible enough. The ability of comprehensive application of knowledge is weak, and the biggest mistake is that students have not mastered the extension of knowledge. Judging from some types of questions, teachers pay less attention to aspects, and the phenomenon of losing points is still serious. It can be seen that students will only imitate more and have not formed a deep knowledge system. For example:
Question 1: oral calculation
This question contains 10 small question, including addition, subtraction, multiplication and division. Examining students' verbal ability, the correct rate of students is relatively high from the test paper.
Question 2: Fill in the blanks
This topic covers a wide range and is typical. Comprehensively examine students' mastery of the basic knowledge of textbooks, the formation of basic skills and their flexible application ability of mathematical knowledge. However, some questions are too difficult for middle and lower level students, such as 7,8, 1 1, 13. There are many mistakes, and the scores are all above 10.
Question 3: Choose
This question includes five small questions, which are well written and can examine students' ability. If students don't carefully observe and think about these problems, it is easy to misunderstand, especially the small problem of 1 determining the position and the third small problem of calculating the angle, and there are many mistakes.
Question 4: Judgment
10 The topic covers the knowledge and concepts in this textbook, and examines the students' mastery of concepts and skills. It seems simple, but there are many mistakes, mainly because students didn't look at the questions carefully and didn't find out the reasons for the judgment.
Question 5: Calculation
There are not many mistakes in this problem. Most students have mastered the basic calculation, but in the process of doing it, there are careless phenomena and mistakes are easy to make. For example, if you simply calculate the third question, some students will add 79.5% less.
Question 6: Drawing.
This question examines students' practical ability: one is to draw a vertical line other than a straight line, and the other is to translate and rotate. 95% of the students in the first question are right, and the students who are wrong mainly don't understand the meaning of the question. Question 2: 98% of students are correct in translation, but in rotation, students make more mistakes because no rotation point is specified.
Question 7: Solve problems with knowledge.
This topic is to examine students' understanding ability and link it with real life, and to cultivate students' observation ability and life application ability, such as 1 No.5 and No.5. These two questions are close to real life and students are very interested. There are fewer students who can get full marks from the papers, and there are more mistakes made by students at the middle and lower levels. The main reasons are: students don't carefully examine the questions, make mistakes in calculation, have too many steps, and are slightly more difficult.
Three. Suggestions and measures:
1. educate and train students? A good habit of carefully examining the questions before doing them and carefully checking them after doing them? .
2. In teaching, we should pay attention to connecting with students' real life, learn methods and strategies to solve problems, give play to students' thinking and form problem-solving skills.
3. Grasp the knowledge carefully until the students use it flexibly.
4. The typesetting of the test paper should conform to the characteristics of primary school students, and the difficulty of the test questions should be oriented to all, especially the middle and lower level students.
From this exam, I deeply realized that students are children after all. If we indoctrinate them with our own thinking, memory and problem-solving methods, it will only get twice the result with half the effort, and students will also pay attention to one thing and lose another. In the future, we should think more about students, how to master knowledge and apply problems, and effectively apply what they have learned.
Analysis of Mathematics Test Paper of Grade Four in Primary School (Ⅱ)
First, the basic situation analysis
This math test paper has various forms and comprehensive contents, which is in line with students' cognitive level. On the whole, this exam is moderately difficult, focusing on the basics, the content is closely related to the actual life, and it pays attention to fun, practicality and innovation. Highlight the foundation, popularization and development of mathematics curriculum, and make mathematics education face all students. Now, this paper will be briefly analyzed.
Second, the examination paper analysis
Mathematics examination paper is divided into five major questions: calculation, basic knowledge, practical operation and problem solving. There are 74 students in our two classes who took the exam. I made the following analysis of their grades: 4 students 100, 49 students 90+* *, 20 students 80+* *, and 4 students 70-79 * *. I have made the following statistics on their average score, passing rate and excellent rate: the excellent rate is 75%. The highest score is 100 and the lowest score is 82.5. The average score of Class Two is 90. Pass rate 100%, excellent rate 56%, highest score 100. Judging from these statistical indicators, the effect is good and meets my expectations. I counted the gains and losses of the major questions.
1. Students' ability to analyze problems is not strong. The most serious loss of points is the application of four questions, 1. This is a meeting question, and the other is five questions. Usually there are many questions of this type, but this time I feel that it is not easy for students to see the meaning of the questions and ignore the meaning of solving them. Most of them write about taking temperature every two hours, when the temperature will keep rising and so on. According to our practice, we should not make mistakes. I haven't practiced the problem of time. This is my fault, too. In addition, because students' ability to analyze problems is not strong, they can't understand the meaning of the questions well, so they lose more points. Many students have no idea what they are looking for. They can correctly use quantitative relations, but their ability to analyze and solve problems is not enough. I think I should focus on this aspect in teaching, so that our students can get high marks and high energy.
2. Fill in the blanks of basic knowledge In this part, most students have played their normal level, which is obviously improved than before, which is inseparable from the usual classroom training. But some students don't understand the concept deeply. Don't understand mistakes when answering fill-in-the-blank questions and true-false questions. For example, a big topic has eight small questions, all of which are for regular units. There are many mistakes. One is that you don't read the questions carefully, and the other is that you have practiced for more than 23 people, and all four of them can't respond to the students with poor foundation. In the future, such problems should be explained separately to attract attention.
3. The calculation is very ideal, the basic knowledge is grasped tightly and steadily in the usual teaching, and the knowledge that students should master is trained in place. There are only a few mistakes in oral calculation in the whole class, and there are few mistakes in calculation in the two classes. I am particularly satisfied with this part, which is related to the high requirements of practice at ordinary times. Do it when I ask students to calculate? Step by step? Don't make the final account. Most students have a firm grasp of the knowledge points of this book, but only a few students have problems and their computing ability needs to be improved.
Third, improvement measures:
Judging from the direction of the examination paper, I think we can improve teaching in the following aspects:
1. Cultivate students' good study habits. Some students have problems with some simple fill-in-the-blank questions and judgment questions. It's not that they really can't do it, but that some students are not careful and impetuous. This is a common problem in all classes, so I think the most important thing is to cultivate students' good study habits such as seriousness, carefulness, neat handwriting and independent inspection.
2. After passing the exam, I found a seemingly simple problem. Many students made mistakes, and I sometimes blame them. But when I think about it carefully, the problem lies not in the students, but in my deviation in academic grasp, and I overestimate the students' ability. This is my weakness in teaching. I will try to overcome this problem in the future.
3, based on teaching materials, 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.
4. Practice should be targeted at ordinary times. Don't let students do general questions, and try to make gifted students eat well. Ordinary students are full, and students with learning difficulties eat, which not only wastes time, but also has a good effect.
5. Pay attention to students' learning process, and don't rush for success. In teaching, it is necessary to cultivate students' ability to examine and analyze problems anytime and anywhere, master certain problem-solving skills and methods, especially to develop the good habit of checking and strengthen students' divergent thinking ability.