The problems reflected in the test paper analysis (1) of senior two mathematics are also problems in mathematics teaching, and students' test scores are not very satisfactory. In this exam, the students' answers to questions 9, 16, 20, 22, 24 and 26 were not very good, especially 16, 18 and 24. From these problems, we can see that students have a poor grasp of geometry problems. For example, 16, not many students answered correctly. Students don't know that point as the vertical line of that line, so they can't make the required angle, which is the key to solving the problem. 18, students don't carefully examine the questions. The question type requires understanding the image first, and then answering questions according to the image. Many students can't read the image, and some students can't draw the image accurately, which also leads to the phenomenon that students lose points. At the same time, the 24 questions don't understand the practical significance of Y, which also shows that students' analysis of questions is not comprehensive enough, lack of divergent thinking ability, and students' exam results are not ideal, both for objective reasons and panoramic reasons. The objective reasons are mainly as follows:
1. There are a lot of teaching contents this semester, some of which are like a function. Students don't understand it very well, and there is little time for final review, which is also a very important reason that affects their grades. Some students' math foundation is not very good, some students' study habits are poor, some students' learning attitude is not correct, which leads to some students' unsatisfactory academic performance.
2. The strict logic of mathematical knowledge makes it difficult for students with poor basic knowledge to learn mathematics well in junior high school, and students' bad study habits make them hard to return.
3. In recent years, the senior high school entrance examination questions pay attention to practical application, the investigation of students' innovative ability, the investigation of students' basic knowledge and the investigation of students' mastery of mathematical thoughts. This situation also meets the requirements of the development of quality education, and the students in our school are relatively poor in these aspects.
Our math teacher worked hard to learn new textbooks and new teaching methods, overcame all kinds of difficulties, and gradually improved his math scores. But in view of the importance of the math scores in the senior high school entrance examination, most of our math teachers put more energy into some of them? I hope so. In the future, we should face all students, take students as the main body and take teachers as the leading teaching concept.
Future teaching measures
1. First of all, our teachers should completely change their roles, truly be student-centered, face the whole, pay more attention to students with difficulties in math learning, enhance emotional communication between teachers and students, and take various effective forms such as mutual assistance among students to care more about them.
2. Strengthen the improvement of our teachers' own mathematics literacy, and guide students to consciously use what they have learned to solve practical problems in daily teaching. At the same time, teachers' ability to solve practical problems should be improved.
3. strengthen? Double base? Training, and strive to improve students' computing ability, geometric deduction ability and the ability to analyze and solve problems. Strengthen the understanding and application of concepts, appropriately create problem situations, and let students fundamentally understand what they have learned.
4. In the process of new textbook reform, there are more and more practical problems in life. Therefore, in the teaching process, teachers can neither be divorced from textbooks nor rely solely on textbooks, but should regard textbooks as a platform for our teaching.
5. Strengthen variant teaching, correct the phenomenon of memorizing books by rote, emphasize the indoctrination of teaching materials, thoroughly understand the teaching materials, use flexible teaching materials, and complete teaching activities in an eclectic way from teachers' links to enhance students' learning flexibility.
6. Arouse students' enthusiasm, promote emotional communication between teachers and students, encourage students' innovative thinking, accept students' mistakes and guide them to develop in the right direction.
7. Pay attention to teaching effect and cultivate students' ability. Timely feedback on problems in teaching.
Analysis of Mathematics Test Paper in Senior Two (II) I. Basic Situation
The whole volume of ***26 questions covers the first-level knowledge points in the mathematics curriculum standards, and the coverage rate of the second-level knowledge points is also very high. The presentation of test questions is diversified, and subjective questions are rich: open questions, inquiry questions, application questions, operation questions and information analysis questions account for a certain proportion of scores, the proportion of questions is basically appropriate, the scores of all knowledge points are distributed reasonably and appropriately, and the overall difficulty and difficulty structure are reasonable, which meets the needs of students.
Second, the examinee's answer analysis
Fill in the blanks (1? 1 1) and multiple-choice questions (12? 20) is a basic question, which mainly examines students' understanding and application of basic concepts, basic skills and basic methods in eighth grade mathematics.
Judging from the statistics of candidates' answers, the score rate of most candidates with minor questions is generally high. Some questions involve basic knowledge, but the background is novel, which requires candidates to have certain knowledge? Study? Ability. The test results show that quite a few students lack the ability to answer such questions. For example: question19,20. Question 7: Students often discuss incompletely and only answer one situation, which leads to the loss of 1 point, so there are not many candidates who can get full marks in the fill-in-the-blank questions.
Problem 2 1 is a basic radical operation problem. Although it involves simplifying radicals, the situation is simple, but it is still basic. Question 22: Based on a square grid, set up the basic drawing method, and examine students' understanding of graphics and transformation, parallelism and verticality in the operation and thinking activities of graphics, which embodies the idea advocated by the curriculum standard? Hands-on practice and independent exploration? Study philosophy. The difficulty of each of the 23 questions is clearly progressive, which can guide students to think deeply step by step. Questions 24 and 26 require candidates to have a certain understanding ability because of the application background. In the process of solving this series of problems, students can show their ability to engage in mathematical activities such as observation, mathematical expression, guess and proof, so this question also examines the process objectives well. The content of question 25 is to establish an appropriate mathematical model to solve practical problems according to the quantitative relationship in specific problems, which embodies important mathematical thinking methods such as the classification and combination of numbers and shapes, has rich connotations and requires high ability to analyze and solve problems. It can be said that openness and inquiry are the highlights of this paper.
Third, the examination paper embodies the curriculum concept and scientific characteristics.
Mathematics examination paper presents many new ideas, attaches importance to the educational value of examination questions, embodies the concept of new curriculum reform, not only embodies the basic characteristics of mathematics, but also creates space and opportunities for students to flexibly and comprehensively use basic knowledge and skills and explore thinking.
(1) Based on the development of students, pay attention to the examination of the core content of mathematics.
The content of the examination paper is based on the mathematics curriculum standard, which not only pays attention to the examination of the core content, basic ability and basic thinking method of mathematics, but also pays attention to the achievement of curriculum objectives such as mathematical thinking and problem solving. Focus on students' understanding of computing and space concepts, and examine students' basic literacy and ability. The number of questions is moderate.
(2) Pay attention to the examination of problem-solving ability of applied mathematics and the educational significance of test questions.
The test questions focus on whether students have the mathematical application ability to look at the real world from a mathematical perspective, whether they have the mathematical modeling ability to transform practical problems into mathematical models, and whether they can express their problem-solving process in rigorous, standardized and complete mathematical language.
(3) Pay attention to the openness and inquiry of test questions and highlight the examination of mathematical thinking process.
Questions 7 and 25 in this paper are open questions, while questions 23, 24 and 26 are inquiry questions. Among them, 23 questions are relatively simple in form and content, involving mathematical knowledge such as square, congruence and vertical. But different candidates will give different answers. Judging from the candidates' answers, most candidates can successfully complete it.
Analysis of Mathematics Test Paper in Senior Two (3) 1. Overall Analysis of Test Paper Results
This paper focuses on the key points of the textbook, focusing on the knowledge learned this semester, closely connecting with real life, testing students' understanding and mastery of basic knowledge and skills, as well as their practical activity ability connecting with real life, and so on. The proposition of this test paper better embodies the new curriculum concept, with wide coverage, comprehensive content, diverse questions, flexibility and great difficulty.
Results: The average score is average, and the higher passing rate indicates that students can master basic knowledge, but the lower high score indicates that students' mathematical ability to solve complex problems is weak.
Second, the analysis of existing problems
1, master the basic knowledge, but some students are poor.
Most students have a solid grasp of basic knowledge. Individual counseling for individual poor students.
2. Poor problem-solving ability.
There are many questions to solve practical problems in this exam, which are basically arranged in the order from easy to difficult. The low score rate of students reflects that students can't apply what they have learned to practice and solve some practical problems well.
3. The solutions are diversified, but there is a phenomenon that the solutions are not standardized.
There are a certain number of flexible and open questions in the test questions. It can be said that students' solutions are diverse, showing the flexibility of thinking and the diversity of methods. Many students in the test paper clearly know the truth, but they didn't get full marks. Shanghai has problems in solving problems.
Some students need to develop good study habits.
According to the analysis of students' normal study, many students' losing points can be attributed to the fact that good study habits have not been well developed. Judging from the answers to the test paper, students are not careful enough in examining the questions, copying the wrong questions, misreading the requirements of the questions, forgetting to do the questions, careless calculation, etc., which are important reasons for losing points.
From the above analysis, we can see that teachers have put the concept of the new curriculum into practice. While consolidating knowledge and skills, we should also pay attention to students? Mathematical thinking, problem solving, emotional attitude and personality development? All-round comprehensive quality can promote the development and promotion of students' innovative thinking ability, problem-solving ability and study habits.
Three. Strategies and measures to improve teaching in the future;
According to the students' answers and reflections on our teaching, we feel that we should strengthen in the following aspects in the future:
1, strengthen learning and update teaching concepts.
Give full play to teachers' ability to prepare lessons and make up for the lack of individual teachers' ability to study, analyze and discuss textbooks and accurately grasp textbooks. According to students' age and thinking characteristics, 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. Attach importance to the process of knowledge acquisition, so that students can fully perceive it through activities such as operation, practice and exploration, so that students can acquire knowledge and form ability in the process of experiencing and understanding the generation and formation of knowledge. Insist on writing teaching reflection. Often reflect on the gains and losses in their own teaching, analyze the reasons for failure, seek improvement measures and countermeasures, sum up successful experiences, and write teaching cases and experience papers in order to improve the quality and level of their classroom teaching more quickly. Actively carry out teaching and research activities in schools, learn from each other, develop together, improve their own quality, and build a mathematical model that meets the needs of modern development. The basic idea of national mathematics curriculum standard is put forward: The evaluation of mathematics learning should not only pay attention to students' learning results, but also pay attention to their learning process; Pay attention to students' mathematics learning level, and make it clear? Form some basic strategies to solve problems? As an important course goal, teachers should focus their evaluation on students' problem-solving strategies instead of focusing on their problem-solving results. While affirming students' personality methods and giving them a sense of success, we should carefully analyze students' different problem-solving strategies, understand students' thoughts, master students' mathematics learning level, see the problems existing in their own teaching, review and reflect on their own teaching process, so as to promote the reform of classroom teaching.
2. Lay a solid foundation and promote all-round development.
Starting from a little bit, comprehensively investigate and understand students' knowledge base and establish students' knowledge base. Knowledge file? Adopting hierarchical teaching, we strive to make up for gaps and omissions according to students' knowledge defects, so that each student can improve to varying degrees on the original basis. Strengthen the connection and contrast between knowledge points, and help students to establish the network structure of knowledge through unit arrangement exercises, so as to improve their thinking flexibility and cultivate their ability to draw inferences from others and solve problems flexibly; Through various practical activities and games, we can cultivate the application consciousness of mathematics and let different students get different development in mathematics.