1. Analysis of Mathematics Test Paper in Grade One of Primary School
First, the overall difficulty of the test paper is moderate, which basically covers all the knowledge points learned by students this semester, and the examination forms are diverse, such as filling in the blanks, connecting lines and calculating. The topic is flexible and moderately difficult, which reflects the problem that students are prone to make mistakes. It can be said that this test paper can largely reflect the children's learning situation and the teachers' teaching situation, and comprehensively examine the children's basic knowledge and application ability. It embodies the idea that "mathematics is life" and allows students to solve all kinds of mathematical problems in life with the mathematical knowledge they have learned.
Second, the students' answers
In this final exam, the number of candidates is 3 10, the actual number of candidates is 308, the passing rate is 100%, and the excellent rate is over 95%. Judging from the problem-solving situation of students, students have a good grasp of basic knowledge and solid basic skills, forming a certain basic skills.
The first question, oral calculation, examines students' computing ability. Most of the children got full marks, and some children made mistakes in 1~3, mainly because they read the symbols of addition and subtraction wrong or were not skilled in the mixed questions of addition and subtraction.
The second question, count and fill in the numbers, and examine the children's mathematical ability. Children in all grades have a good grasp.
The third question, fill in the blanks, comprehensively examine the basic knowledge and key knowledge that students study this semester. The novelty of individual topics well tests students' reading comprehension ability and their ability to use mathematics knowledge flexibly.
The fourth question, the number of categories is one. This paper investigates the students' mastery of plane graphics and makes a simple comparative calculation.
Fifth, write down the time on the clock face. This paper mainly examines students' knowledge of clocks and watches. Some students regard 6 o'clock as 12: 30, while others are right.
The sixth question is to connect objects with the same shape. The students' mastery of three-dimensional graphics was investigated. Several children missed the question, and some children put the cuboid and cube together, which led to mistakes.
Question 7: Look at the picture and write the formula. Students' methods and ideas are basically correct, and individual children make mistakes when collecting topic information. In the future teaching, students should understand the quantitative relationship and the answers and questions. Differences, lay a solid foundation for future teaching.
Eighth question, examine the students to distinguish between cardinal number and ordinal number, that is, number and number, and the correct rate in the whole grade is high.
The ninth and tenth questions are solved by mathematics. In fact, students are required to look at the picture, observe the picture carefully, understand the meaning of the picture, and then calculate according to the picture. The ninth question, individual children can't tell basketball from volleyball, which leads to a * * *, and how many miscalculations. Question 10, fill in the blank parallel formula, as long as students observe carefully enough, it is not difficult for students, and only a few students in the whole grade have problems.
Third, the future teaching measures
Through the first-grade teaching and children's mastery of knowledge, we three first-grade teachers still need to study more and discuss more, so that children can understand the connection between mathematics and life, and make them willing to learn mathematics, and then apply what they have learned and practice it in life. Of course, to achieve good results, we still need continuous efforts. In view of the first-grade children's mathematics learning situation, combined with the students' examination situation, we should pay attention to:
1. Grasp the knowledge system of the textbook, study the new curriculum concept seriously, understand and study the textbook, find the combination of knowledge and curriculum reform in the textbook, and let students learn mathematics in their lives.
2. According to the age characteristics of students, we should adopt targeted and effective teaching methods to build their self-confidence and let them find the fun and self-confidence in learning mathematics.
3. In teaching, we should pay attention to students' ability to solve problems in real life and cultivate students' observation ability and methods.
4. Pay attention to cultivating students' ability to independently examine questions.
5. Cultivate students' good habit of conscious inspection.
Children are young and inflexible, which requires us to expand our explanation and give them more opportunities to think and express. Thirdly, we believe that teachers should not only pay attention to children's "learning", but also pay attention to children's "learning" and "using" to solve practical problems with what they have learned.
2. Analysis of the first grade mathematics test paper in primary school
First, the main result is 1. Students' examination papers are clear, their writing is serious and correct, and the correct rate is high. There are 15% students who get full marks, and the pass rate and excellent rate are quite high, and they have achieved satisfactory results.
The first problem is that it is relatively simple to write numbers directly. Because the training of students in this field is strengthened at ordinary times, most students can calculate accurately and lose few points.
The first small problem of the second fill-in-the-blank question is to fill in the numbers by looking at the diagram of the calculator. The question is clear and simple, and students can understand at a glance that most students are right. The sixth question is to investigate the situation of students using the method of making up ten to calculate problems. Because students are usually trained in this field, students do better.
The eighth question consists of two addition questions. It is easier for students to do this kind of problems and the correct rate is higher. Most students are serious and have enough time to answer questions.
Second, the analysis of the reasons for students' losing points.
1. Some students have bad study habits and are sloppy. Some very simple calculations, but many students lose points because they misread the addition and subtraction signs. Some questions are very simple, but some are wrong because of lack of habit of examining questions. It can be seen that good study habits are the guarantee of students' success in learning.
2. The second sub-question of the second big question is to calculate first, and then compare the sizes of the numbers. The problem is more difficult and there are more mistakes. This is mainly because some students have poor ability.
3. The third question is to circle different kinds of pictures. Because the picture given is small, the printing is not clear, the students can't see it clearly, and there are many circle errors.
4. The fourth problem is to count how many cuboids, cubes, cylinders and spheres there are in the graph. Many students counted the cuboids wrong. This is because students are not big and thin desktops, and their observation ability needs to be cultivated.
5. Question 9 The second and third questions in solving problems are not clearly printed, so students can't see clearly how many ants and people there are. If the number is wrong, the formula is wrong.
(A) improve the quality of classroom teaching
1, preparing lessons is the premise of a good class. Study teaching materials, analyze, study and discuss teaching materials, and accurately grasp teaching materials. Improve their own teaching quality. In order to achieve the ideal classroom teaching effect, teachers should not only prepare lessons well, but also have a variety of classroom teaching arts. Including the art of organizing teaching, inspiring and guiding, cooperation and communication, praise and encouragement, language, writing on the blackboard, practicing design and dynamic regulation, etc.
2. Create vivid and concrete situations. According to the age and thinking characteristics of junior one students, make full use of students' life experience, design vivid, interesting and intuitive mathematics teaching activities, stimulate students' interest in learning, and let students understand and know mathematics knowledge in vivid and concrete situations.
3. Pay attention to the process of knowledge acquisition. The study of any new knowledge should strive to make students fully aware of it through operation, practice, exploration and other activities in the first teaching, and acquire knowledge and form ability in the process of experiencing and understanding the generation and formation of knowledge. Only in this way can they truly acquire their own "flexible" knowledge and reach the level of flexible application.
4. 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 their classroom teaching quality and level more quickly.
(2) Strengthen the cultivation of study habits and strategies.
The teaching content of the new textbook is more demanding and flexible than the previous textbook, and it is impossible to solve the problem only by a lot of mechanical repeated training. On the one hand, teachers should carefully select and write flexible targeted exercises, developmental exercises and comprehensive exercises, and consciously guide students to collect information, process information, analyze and solve problems, so as to cultivate students' good learning methods and habits. Such as: the habit of independent thinking, the habit of reading and examining questions carefully, and so on.
(3) Pay attention to the disadvantaged groups among students.
How to make up for the mistakes of underachievers is a realistic problem that every math teacher urgently needs to solve. Teachers should do the following work from the perspective of "people-oriented": adhere to the combination of "reinforcing the heart" and making up lessons, communicate with students more, and eliminate students' psychological obstacles; Help them form good study habits; Strengthen method guidance; Strictly require students to start with the most basic knowledge; According to students' differences, hierarchical teaching is carried out; Strive to make every student get limited development on the original basis.
3. Analysis of Mathematics Test Paper in Grade One of Primary School
First, the test paper analysis: 1, score analysis:
Of the 23 references, 22 passed, 22 were good, 20 were excellent, with a high score of 16. The excellent rate and high score rate are not ideal.
2, test paper analysis:
There are seven big questions in this paper, and students' mastery of subtraction within 20 is tested with various questions, and the calculation questions account for a large proportion. One, two, three and four questions are all different forms of calculation, and students rarely make mistakes. The fifth topic is the calculation of picture columns. All the students answered correctly except for three mistakes. The sixth question is to fill in the form, and several students lost points because of calculation errors. The seventh question is problem solving, which is the question that students lose the most points. The most students made three mistakes and lost 15 points.
Second, the existing problems:
Judging from the answers, students face two main problems:
1. Carelessness in doing the questions, typos or miscalculations, careless application of the questions, and vagueness in doing the questions without fully understanding the meaning of the questions.
Second, the ability to solve application problems is weak, and addition and subtraction cannot be distinguished. The ability to change thinking is too weak. You can't understand the same problem in another way, and I don't know how to start.
Third, improvement measures:
In the future teaching, we must strengthen the cultivation of students' study habits, often remind them, often urge them, give them timely praise for their little progress, let them realize the benefits of care and enhance their confidence in forming good habits.
Use application cards for training, be diligent in training and summarize more, so that students can master the problem-solving methods of various types of questions.
Cultivate students' good reading comprehension ability.
Provide targeted counseling to two students with learning difficulties.
Fourth, key comments:
Question 2: 7 = 1 1- ()
3=()-4
The fifth question: once again, summarize the solution that emphasizes curly braces.
The seventh question: all four application questions are mainly explained.
Let students understand the importance of reading the questions carefully and learn how to distinguish addition and subtraction.
4. Analysis of Mathematics Test Paper in Grade One of Primary School
First, the analysis of the basic situation of the middle-term examination questions in junior high school mathematics well reflects the new concept and target system of the new curriculum standard of People's Education Press. It has the following characteristics: this volume focuses on the mastery of students' basic knowledge and the cultivation of their basic abilities, and also properly examines students' learning process. The content of the test questions is comprehensive, with 4 major questions. The overall examination questions well reflect the hierarchy. The test questions in this paper are also difficult, such as the fourth question: How many students have not been specially trained, and students don't know what it means. The fifth question of the first big question: according to the judgment of small animals, the meaning of the question is not clear.
Second, some problems were found in the exam:
1, listening and reading do not understand the meaning of the question, and the ability to understand the meaning of the question is poor. This is a common problem, and it is also the reason for losing the most points. These phenomena should remind us that junior high school math teachers should pay attention to regular classroom training in classroom teaching. For example, giving students more opportunities to speak in class, giving full consideration to students' needs and learning ability at all levels, and infiltrating the training of mathematical language are our future teaching ideas.
2. Lose points due to carelessness. Such as addition and subtraction, loss, missing questions, etc. Originally, students can do it, but they will lose points if they are not careful. For example, students can be asked in the future: first, when copying a number or a symbol, they should develop the habit of looking back, so as to ensure the correctness of the later results. Second, it depends on whether the final result is written after the symbol. Such a requirement takes time at the beginning of habit formation, but students' habits will get twice the result with half the effort once they develop learning efficiency.
Third, the problems in teaching
1, the cultivation of students' habits and active learning ability is not enough, and they pay too much attention to the mastery of knowledge and ignore the cultivation of learning habits.
2. The classroom teaching is not solid enough, and individual students do not have a good grasp of what they have learned, so they should be tutored at that time.
3. Students' ability to use knowledge flexibly and solve practical problems, as well as their flexible thinking by analogy, need to be improved.
4. Paying attention to the breadth of lack of knowledge in learning has not played its due role.
Fourth, measures that need to be improved in the future:
1, according to the new curriculum standards, strengthen the intuitive teaching of students and cultivate students' interest in learning mathematics.
2. Improve the quality of classroom teaching. Be fully prepared before each class, and be well prepared for each class. Connecting with the reality of life, creatively using teaching materials to improve teaching effect. On the thinking level, vivid, interesting and intuitive mathematical activities are designed according to the age characteristics of junior one students, so that students can understand and know mathematical knowledge in specific situations. And make all kinds of interesting teaching AIDS to attract students' attention.
3. Strengthen basic knowledge and skills. Learning can make students learn something and learn it solidly.
4. Pay attention to the cultivation of students' good study habits, such as listening carefully, examining questions carefully, answering questions carefully, writing regularly, being diligent in thinking, being willing to learn and asking questions, etc.
5. 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, strengthen practical activities and strengthen application consciousness, so as to effectively improve students' mathematical thinking ability and cultivate students' problem-solving ability.
6. According to the students' differences, implement hierarchical teaching; Strive to make every student get limited development on the original basis.
5. Analysis of Mathematics Test Paper of Grade One in Primary School
First, the analysis of test papers has the following characteristics:
1, suitable for the concept of new curriculum standard, with moderate difficulty, comprehensive content and emphasis on ability training.
2. While assessing students' basic knowledge and skills, we also pay attention to the examination of students' comprehensive ability.
3. The topic pays attention to the examination of students' two-way thinking, which is conducive to the flexibility and creative development of students' thinking.
Second, student error analysis
Combined with the analysis of test papers, the common types of mistakes in students' answers in our class are as follows.
1, bad habits make mistakes.
In the process of answering questions, students think that the questions are simple, which leads to carelessness and mistakes in copying numbers.
2. Inadvertent inspection leads to errors.
In the process of answering questions, students have great problems in examining questions. Some questions require students to concentrate on finding problems when examining them, but students often ignore them. For example, students don't read the questions carefully.
3, the ability to collect and process information is not strong, leading to errors.
For example, the second question "1 1 and 19, () is close to 10, () is close to 20, and there are many problems. Fill in the numbers (), 5, 10, (), 20 and () according to the law. The fifth question is an open topic. There are similar exercises in the textbook. Here we just change the presentation of content to test students' ability to analyze and solve practical problems, but students lose a lot of points, which shows that students' ability to understand and analyze problems is poor.
4, the ability to analyze and solve problems is not strong, leading to mistakes.
For example, the fifth big question, the second small question, "Choose two peaches out of three, use at most (), use at least () and use three * * * ()", is unclear about the meaning of the question "choose two out of three". Most students have the most () questions, and students have filled in nine. And at least (), most students fill in three.
Third, suggestions for future teaching improvement
1, pay attention to the cultivation of good habits.
Judging from the examination paper, students' careless examination of the questions, wrong numbers, wrong requirements of the questions and careless calculation are the important reasons for losing points. These are the consequences of long-term bad habits and should be highly valued. In fact, developing good study habits is also a basic quality of students, which will benefit students for life.
2. Pay attention to open teaching and guide students to learn in innovation.
The open questions of primary school mathematics are given to students because of their openness, variability and flexibility. Thinking creates a vast space, which helps to stimulate students' innovative consciousness, form innovative habits, develop the creativity of thinking and improve students' practical ability. In addition to teaching the basic knowledge in books, we should also pay attention to the design and training of open topics, provide students at different levels with opportunities to learn mathematics well, and continuously realize the development of students' innovative ability and practical level.
3. Pay attention to the cultivation of observation ability.
In teaching, it is necessary to reform the presentation form of teaching content, and various forms of exercises appear. Judging from the students' answers, students' ability in this respect is weak, especially the seventh question, which involves the most basic knowledge in the textbook, but the students' scoring rate is low. The reason is that students' observation ability is not strong, which leads to the inability to find the conditions for solving problems. Therefore, in the future teaching, we must pay attention to strengthening the cultivation of this ability.
4. Strengthen counseling for vulnerable groups.
Judging from the results of this test paper, there are still a few students whose results are not ideal. Therefore, in daily teaching, we must attach importance to the counseling of these vulnerable groups, give priority to these students, and make up the gap in time. Therefore, from the perspective of "people-oriented", we should do the following work well: adhere to the combination of "reinforcing the heart" and making up lessons, communicate with students more, and eliminate students' psychological obstacles; Help them form good study habits; Strengthen method guidance; Strictly require students to start with the most basic knowledge; According to students' differences, hierarchical teaching is carried out; Students who adopt "One Help One" or "Two Help One" help each other, and strive to make each student get limited development on the original basis, thus improving the teaching quality.