Analysis of the Final Examination Paper of Mathematics in the Fourth Grade of Primary School (1)
The fourth grade mathematics in this exam comprehensively examines students' mastery of basic mathematics knowledge (reading and writing numbers), the formation of simple basic skills (counting numbers) and the cultivation of basic abilities (measuring, estimating and applying angles). According to this inspection, the following specific analysis is made:
First, the analysis of the basic situation of the exam.
There are 79 students and 79 people take the exam. Two people failed, 59 people scored more than 80 points, 60-79 points 18 people, the passing rate was 98, and the excellent rate was %75. Generally speaking, students have a good foundation in mathematics, which is mainly reflected in the great progress of middle-aged students and underachievers, both of whom have made great achievements.
Second, the analysis of test questions.
1, the content of the test questions is comprehensive, covering a wide range, and the scores of each part are reasonable.
This volume focuses on the mastery of students' basic knowledge (reading and writing numbers, three digits multiplied by two digits), the cultivation of basic ability (estimation and application), and also properly examines students' learning process (angle measurement).
The content of the test questions is comprehensive, and there are eight major questions (filling in the blanks, judging, selecting, calculating, measuring, drawing and solving problems). The overall examination questions are hierarchical, in which the basic questions account for 85% and the slightly difficult questions account for 15%.
2. Cultivate students' practical ability and develop their spatial thinking.
This volume carefully selects materials and examines the teaching process of teachers and students' actual computing ability.
3. Students' questions and deviations.
The obvious problems in students' problem solving are:
(1) Don't read the questions carefully enough. For example, many students lost points in the second sub-item of the fill-in-the-blank question and the fourth and third sub-items of the multiple-choice question.
(2) Poor diffusion thinking. For example, two of the seven major questions have a higher rate of losing points.
Third, suggestions for future teaching work.
In the future teaching, in addition to mastering the knowledge system and being familiar with the coverage of knowledge points, I will also seriously study the new curriculum concept, understand and study the teaching materials, find the combination point of knowledge and thought in the teaching materials, and let students infiltrate, understand and master mathematical knowledge imperceptibly in the teaching of mathematical knowledge through teaching methods.
1, pay attention to mathematical methods, mathematical ideas, grasp teaching materials, and grasp the foundation.
Mathematical thought is the basic viewpoint and thought of solving problems in mathematical activities, the essential understanding of mathematical concepts, propositions, laws, methods and skills, and the wisdom and soul in mathematics. Therefore, understanding mathematical thoughts and methods is the primary task of mathematics teaching.
2. Pay attention to students' process inquiry.
Mathematics knowledge comes from life, but superficial, simple and boring recitation and mechanical exercise teaching in actual teaching do not pay attention to the rationality and profound connotation of mathematics, which makes mathematics teaching superficial, which is not conducive to students' testing under the guidance of new ideas, and is not conducive to future teaching and students' development in mathematics.
3. Pay attention to the research of students' evaluation methods.
Primary school students have a high enthusiasm for learning, especially for learning materials that are close to life and have a certain perceptual experience, which can glow with great enthusiasm and initiative. However, long-term teacher-centered teaching will dampen students' learning enthusiasm and cause passive learning and teaching difficulties. Combining knowledge to create a more lively and challenging problem situation in mathematics learning can easily activate students' existing experience and mathematics knowledge, cultivate students' thinking quality of independent thinking, exploration and discovery and promote mathematics learning.
What measures should teachers take in teaching? Diversification? Evaluation methods should not be based on exam results blindly. Encourage more and criticize less, so that students can study happily.
Analysis of the Final Examination Paper of Mathematics in the Fourth Grade of Primary School (Ⅱ)
I. Basic information
Forty-nine students in grade four took the exam, with a total score of 450 1 and a total score of 9 1.857. There are 42 excellent students, with an excellent rate of 86% and 49 qualified students, with a passing rate of 100%. On the whole, the result is satisfactory. The middle-level students did better this time and generally made progress, while the students who thought they were top-notch did not play their own level.
Second, the paper quality analysis:
The test paper is comprehensive in scope, moderate in difficulty, wide in coverage, and reasonable in scores of each part, which can truly reflect students' actual mathematical knowledge and learning level. The test questions focus on the mastery of students' basic knowledge (reading and writing numbers, angle classification, parallel vertical division, two-digit division, two-digit times three-digit) and the cultivation of their basic abilities (written calculation, hands-on operation and problem solving).
The test questions are divided into six major questions (fill in the blanks, judge, choose, calculate, operate and solve problems). The overall examination questions reflect the hierarchy, in which the basic questions account for 90% and the slightly difficult questions account for 10%. The fifth question focuses on students' practical ability and problem-solving ability. The fourth problem is to solve problems in life with mathematics, which reflects the value of learning mathematics and the charm of thinking mathematics.
Third, the students' answers.
The obvious problems in students' problem solving are:
1, basic knowledge and basic concepts are not firmly grasped. For example, in the fourth, sixth and seventh questions of the fill-in-the-blank question, students lose points.
2. Insufficient computing power. Computational ability is the basis of mathematics learning, and the fourth question is all calculation questions, and almost every question is permeated with calculation, and students lose points seriously because of calculation errors.
2. The exam is not serious enough and the problem is sloppy. For example, some students did not carefully examine the questions in the judgment questions and multiple-choice questions, and the scores were large, and many students lost more points.
3. Poor knowledge application ability, especially poor comprehensive knowledge application ability. For example, solving the sixth question, especially the fourth question, many students listed the comprehensive formula without brackets, which was originally related to real life topics, and it was difficult to think. Many students had great difficulty in solving problems, and many students lost points.
Fourth, suggestions and improvement measures for future teaching work.
In the future teaching, we should not only master the knowledge system and be familiar with the coverage of knowledge points, but also seriously study the new curriculum concept, understand and study the teaching materials, find the combination point of knowledge and thought in the teaching materials, and let students infiltrate, understand and master mathematical knowledge imperceptibly in the teaching of mathematical knowledge through teaching methods.
1, pay attention to mathematical methods, mathematical ideas, grasp teaching materials, and grasp the foundation. Mathematical thought is the basic viewpoint and thought of solving problems in mathematical activities, the essential understanding of mathematical concepts, propositions, laws, methods and skills, and the wisdom and soul in mathematics. Therefore, understanding mathematical thoughts and methods is the primary task of mathematics teaching.
2. Pay attention to students' process inquiry.
Mathematics knowledge comes from life, but superficial, simple and boring recitation and mechanical exercise teaching in actual teaching do not pay attention to the rationality and profound connotation of mathematics, which makes mathematics teaching superficial, which is not conducive to students' testing under the guidance of new ideas, and is not conducive to future teaching and students' development in mathematics.
3. Pay attention to the research of students' evaluation methods.
Primary school students have a high enthusiasm for learning, especially for learning materials that are close to life and have a certain perceptual experience, which can glow with great enthusiasm and initiative. However, long-term teacher-centered teaching will dampen students' learning enthusiasm and cause passive learning and teaching difficulties. Combining knowledge to create more lively and challenging problem situations in mathematics learning can easily activate students' existing experience and mathematics knowledge, cultivate students' thinking quality of independent thinking, exploration and discovery, and promote mathematics learning.
4. Strengthen the teaching quality of teachers.
From this exam, I found that my teaching experience is very lacking. Although I have reached the level of knowledge, I am inexperienced, and many details of knowledge are ignored in the lecture. For example, the unit problems in solving problems, such as the writing order when the scores are listed as comprehensive formulas, have not been particularly emphasized with my classmates. So that students lose more points. In the future teaching, we should always learn from experienced teachers and ask more questions.
What measures should teachers take in teaching? Diversification? Evaluation methods should not be based on exam results blindly. Encourage more and criticize less, so that students can study happily.
Analysis of the Final Exam Paper of Mathematics in the Fourth Grade of Primary School (3)
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 is interesting, practical and innovative. 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.
Through the analysis of the test questions, in the future teaching, I should not only master the knowledge system and be familiar with the coverage of knowledge points, but also seriously study the new curriculum concept, understand and study the teaching materials, and find the combination point of knowledge and ideas in the teaching materials and the embedding point of mathematical ideas and methods. With the help of teaching means and methods, students can infiltrate, understand and master mathematical ideas and methods imperceptibly in the teaching of mathematical knowledge, so as to achieve the ultimate goal of learning and applying mathematics. Achievements represent the past, and experience is summed up in time. I will work harder in the future.
Guess you like:
1. Analysis of the Final Examination Paper of Mathematics in Grade Four of Primary School
2. Analysis of the final examination paper of the fourth grade mathematics in primary school
3. Analysis of the Final Examination Paper of Grade Four Mathematics Volume I
4. The final examination paper of fourth grade mathematics and its quality analysis.