In a blink of an eye, half a semester passed and the mid-term exam ended smoothly. Looking at the students' grades, I am both happy and worried. The following is the analysis of the mid-term exam in the second volume of grade six. I hope everyone will read it carefully!
Analysis of the Mid-term Examination of the Sixth Grade of Primary School 1 1. Analysis of Test Questions
1, problem proportion analysis
This Chinese test paper consists of three parts: accumulation and application, reading and writing. The test questions reflect the spirit of the new curriculum standard. In addition to the basic knowledge of textbooks, they also test students' extracurricular reading. The test questions are novel and rich, accumulated, easy to understand and apply, and the proportion of test questions is appropriate. Memory questions account for seven tenths of the test questions, comprehension questions account for two tenths, and proficiency and transfer questions account for one tenth. The whole set of questions has certain humanity, interest and flexibility.
2. Content proportion analysis
The examination questions reflect "triple", that is, emphasizing foundation, ability and innovation. The test questions can test students' mastery of the knowledge learned in this book, and the content is neither biased nor deep, and can also test teachers' teaching situation. The cumulative use of test questions accounts for 50%, reading accounts for 20%, and writing accounts for 30%, and the distribution is reasonable. The minor problem in cumulative use is the replication and expansion of the knowledge learned in textbooks. Reading in and out of class can accurately test students' reading analysis ability. Composition, closely surrounding the textbook, is the composition of our Baihua Garden. Students are familiar with it, so that students can have something to say and write, overcome the problem of students moaning without illness, and cultivate their ability to express their true feelings.
3. Analysis of the difficulty of the test questions
This set of questions is moderately difficult, with both basic knowledge and certain content, and it is a good set of questions with appropriate proportion.
4. Corresponding analysis of test questions and the concept of curriculum reform and the development trend of test questions.
The examination questions reflect the spirit of the new curriculum standard, the humanity, interest and flexibility of the Chinese subject, which fully conforms to the development trend of the examination and has a certain guiding role for teachers' teaching.
5. Quality of test questions
The examination questions are of high quality, scientific and practical, which is beneficial to teachers' teaching. The test questions are very suitable for children's characteristics and can accurately test students' comprehensive Chinese literacy.
6. Suggestions on the proposition
Under the new curriculum standard, Chinese test papers should be combined with diversity and interest in the form of test questions, with more interesting "childlike interest", highlighting the humanity of test papers and testing students' interest in learning, so as to adapt to students' personality development. Then, the content of the test questions should be combined with openness, so that students can learn to use Chinese creatively on the basis of accumulation.
Second, the examination paper analysis
The students in grade six have changed, and it is obvious that they have made great progress in writing when they open the examination paper. Most of the students' grades are basically the same as predicted, but some people don't play well and their grades are not ideal.
1, overall performance statistics and analysis
Take the central school as an example. There are 53 students taking the exam in grade six. It is not difficult for the teacher to read the test questions. It is estimated that the A rate in this exam is above 80%. In fact, the A rate is 7 1%, which is the loss of points caused by students' unstable learning and should be highly valued. Looking at the students' papers, we can see that in the accumulation and application, students have mastered the basic knowledge of word formation, word filling and sentence modification, and the score rate is 90%. It can be seen that students are comfortable in answering some standardized and basic questions, and the score rate of reciting the contents of textbooks is only 80%. The main reason for losing points is that "memorizing" and "writing" are separated from each other. Can you recite them? In the reading part, the score rate is only 65%, and the composition is 70%, which shows that students' reading analysis and writing ability is not high, and then they have no good reading habits and poor understanding and analysis ability, which leads to losing points, which points out the direction for future teaching.
2. Students answer the questions reflected.
Not enough accumulation. Paying attention to accumulation is equivalent to giving students a golden key to learn Chinese well, so we should do a good job of accumulation in future teaching. From the students' answers, it can be seen that students' comprehensive ability is relatively weak. Although there is systematic training at ordinary times, it has little effect. Judging from the content of students' composition, it can reflect innovation, childlike innocence and rich imagination, so the cultivation of writing ability should be strengthened in future teaching.
Third, teaching suggestions
1. Pay attention to the accumulation of ancient poems, characters and words.
2. Teach learning methods and improve learning ability.
3. Implement the "three links" teaching in the county and strengthen the ability training. In teaching practice, the guidance of learning methods should be properly infiltrated, so that students can practice, acquire methods and cultivate their abilities in active inquiry.
3. Cultivate students' imagination and creativity.
Analysis of the Mid-term Exam in Volume 6 of Primary School II The mid-term exam in the first semester is finally over, which means that the intense and orderly teaching in half a semester is over. The mid-term exam is an acceptance of the teaching achievements of this half semester. After the students' scores are put on the report card, they should be carefully combed. X students took the exam, with a total score of X and an average score of X. The excellent rate was 40% and the passing rate was 100.
First, do the usual accumulation and induction, review and test in time.
After entering the sixth grade, students' learning tasks have been invisibly aggravated. In addition to some daily learning tasks, in order to let students better master what they have learned, I usually pay great attention to the consolidation and testing of what I have learned. There is no need to write new words in the class homework of grade six, but I still insist that students write and correct them in time. In the exercise book, students are repeatedly assigned to do some basic homework, such as new words and phrases, and take the time to check their recitation to see if they have really mastered it. In addition, every two or three days, I ask students to copy some accumulated words, expand their knowledge and get familiar with them often.
Second, choose new words and pay attention to the standardization of writing.
In the usual teaching process, I attach great importance to students' writing and font. I have been training students to write standardized words, and every stroke can't be ignored, which has formed a kind of consciousness in students' hearts. Before the exam, I focused on changing the words that are usually easy to write wrong, so that "it's not quick to sharpen your knife when you get cold feet." Judging from the reaction of the examination papers, the students still keep what I said firmly in mind, and the error rate is still relatively low.
Third, pay attention to the training of different sentence patterns.
In the third year of senior high school, the investigation of sentence pattern transformation has become the focus of study, so I attach great importance to the training of various sentence patterns in my usual study. In order to let students master them better, I try my best to help students understand and master them in easy-to-understand language and interesting ways. For the more difficult abbreviations, I tell students to think of them as cutting down trees, and cut off all branches until they can't be cut down any more, leaving only the trunk, so just remember "who does what". By using this method, the error rate of most students in abbreviated sentence practice is greatly reduced. As for the indirect narrative and direct narrative that are difficult to master, I also use the method close to the actual life of students to guide students to master. Therefore, in this exam, most students have a good grasp of the relevant questions. But I also found that students still have some problems, such as not carefully examining the questions in the exam; I remember I asked to recite clearly, but there were many typos; I don't take the usual unit exam seriously, so there is a big difference between the mid-term exam and the usual exam results. These problems still need to be solved in my future work, and the reason why students can get good grades is inseparable from the teachers' usual requirements and exploration. In the future, I will think more and try to make every student find a good learning method that suits him and improve his grades. Looking back on the students' performance in various aspects since this half semester and their own problems in teaching, we will improve them in the following aspects in the future:
1, and constantly improve students' reading ability.
"Reading" plays an important role in Chinese teaching, and cultivating students' reading ability is the focus of teaching. In the future, we should stimulate students' interest in reading, give them reading methods, expand their reading ability, and create more opportunities for students to train their reading ability, so as to promote and improve their reading ability.
2, interest-oriented, focusing on accumulation.
Strengthen the guidance of students' learning attitude and stimulate their interest in learning; Continue to strengthen the training and consolidation of students' basic knowledge in teaching. Try to write the texts, new words and words that need to be memorized clearly, and practice correcting the exercises in each lesson!
3. Correct attitude and cultivate habits.
Most students in the class lack the quality of hard work, and the phenomenon of sloppy study is serious. In teaching, students should first make clear their learning objectives, correct their learning attitudes, cultivate their interest in learning and gradually form good study habits.
Analysis of the Mid-term Examination in Volume 6 of Primary School 3 Half a semester passed in a blink of an eye and the Mid-term Examination ended smoothly. Looking at the students' grades, I am both happy and worried. Fortunately, after more than a year of follow-up teaching, the students' academic performance has improved as a whole, and they are still satisfied with the exam results in this section; The worry is that there are still more than 40 days, and the students will take the graduation exam. The problems existing in the answer sheet, how to help students overcome them in this month, and how to help students achieve ideal results in graduation exams are all issues worthy of attention and in-depth thinking. Let's make an analysis of this exam in order to foster strengths and avoid weaknesses in future teaching work.
I. Achievements:
There are 47 participants in this exam, with the highest score of 94 and the lowest score of 33. 39 people passed the exam, with a passing rate of 82.98%, an average score of 72.2 and an excellent rate of 38.3%.
Second, the answer analysis:
Basic knowledge part:
There are nine questions in the basic knowledge section, with a score of ***53, including: choosing the correct pronunciation for the dotted words; Spell words; Fill in the blanks according to the knowledge in the dictionary; Distinguish between words and combined words; Write down the words; Add words and choose one to make sentences; Rewrite sentences as required; Fill in the blanks according to the text or the content of "accumulated over time"; Understand the sentences extracted from the text and answer the questions We usually train a lot of questions from one to eight, and the questions are not unfamiliar, so the students lose a little weight. Full marks are 10, only 0 and 5 points are deducted, and only one or two points are deducted 10. This shows that students have mastered this knowledge well. Analysis of the reasons for their loss, the most serious point is to write typos (that is, close to each other) Question 9: Understand the sentences extracted from the text and answer the questions. The score is ***8, which is a serious loss. Almost half of the students got less than 4 points.
Reading section:
Reading after class, losing points is the third sub-topic: how to write "Ye Shu"? Please write down this process simply and clearly. Question 4: What inspired you after reading the article? About 60% of the students in the class can't solve these two problems at all. From the analysis of students' answers to the ninth question and these two small questions, it is found that students' thinking is not open enough and their overall understanding ability is still relatively low, which needs to be greatly strengthened.
Homework section:
The title of this exercise is: the supplementary content of hometown () can be: folk customs, famous specialties or tourist attractions, which requires grasping the characteristics to write. The content of the exercise seems not difficult, but quite a few students choose "famous specialty" as the content, and the feature introduction is not outstanding. Most of them choose "tourist attractions" as their content, mostly targeting streams and rivers in front of their homes. The main reason is: 1, students' composition knowledge is narrow and inflexible. I didn't fully understand the meaning of the question.
Third, the direction of future efforts:
Looking at the students' answers, recalling their performances in various aspects since this half semester and their own problems in teaching, we will make improvements in the following aspects in the future:
1. Focus on cultivating students' good writing habits. Writing well is the basic skill of learning Chinese, and this kind of cultivation education must be constantly grasped.
2. Strengthen the implementation of basic knowledge and skills, and cultivate students' good habits of reading texts.
3. Increase extracurricular reading and improve Chinese literacy. To improve students' Chinese literacy, only let students read more books. Without rich reading practice, students can't improve their ability to analyze, summarize and understand texts. Reading a book a hundred times is self-evident.
4. Stimulate interest and strengthen students' composition training.
4. Care for "underachievers" and pay attention to hierarchical and classified teaching.
Although the mid-term exam is over, the teaching tasks in the next few months will be heavier. I don't think it's bad news that there are problems in teaching. Finding the corresponding solutions is the key. Only by constantly exploring and adjusting in practice can we gradually improve the quality of our Chinese teaching.
Analysis of the Mid-term Examination in Part IV of Book VI of Primary School This math test paper has a wide coverage, moderate difficulty, diverse questions and a reasonable proportion of all kinds of knowledge, which meets the requirements of curriculum standards and the arrangement intention of teaching materials. It is a good mid-term examination paper, which can truthfully reflect students' mastery of practical mathematics knowledge. Judging from the content of the test paper, the test paper consists of three parts: basic knowledge, calculation and operation, and comprehensive application. The test questions are innovative to some extent. It is very helpful to cultivate students' observation ability, imagination ability and thinking ability, and it is also an excellent test for our usual teaching. This paper not only pays attention to the investigation of basic knowledge, but also pays attention to the development and cultivation of students' ability, so that different students can get different success and happiness.
1. Basic information: There are 96 referees, with an excellent rate of 66%, a passing rate of 8 1%, an average score of 76.5, the highest score of 100 and the lowest score of 12 (there are 3 people over 10). Judging from the overall performance, I feel more worried.
Second, the paper analysis:
1, Fill in the blanks: This question * * * has 15 small questions, which comprehensively examines related, similar and similar problems that students are easy to confuse or make mistakes. But some students don't know clearly enough, which leads to losing points.
2. True or False: This big question consists of six small questions, which mainly examines students' mastery of cylinders, cones and proportions. This question focuses on the age characteristics and knowledge level of sixth grade students, highlighting the key points of the textbook, and students can basically answer correctly.
3, multiple-choice questions: students have different degrees of mistakes. Students' knowledge of cylinders and cones is not good enough.
4, calculation: this big question ***3 small questions. Many students answered this question correctly, because they have a good grasp of solution ratio and simple calculation.
5. Operation problem: This problem is to examine students' practical operation problems. Deepen the consolidation, understanding and application of knowledge through students' hands-on operation. Among them, the first question on the axis indicates that all the students have done better. The second question is whether to enlarge or reduce the graph. Some students can't do it because they don't master the characteristics of graphic enlargement or reduction.
6. Problem-solving: There are 7 small questions in this question, all of which are reviewed by students to understand the meaning of the problem, find out the conditions and problems, and use the knowledge they have learned to solve the problem. In this way, the learned knowledge is combined with the practical problems in daily life, so that students can understand the relationship between mathematics and their real life.
In a word, this paper reflects the examination of knowledge points and knowledge networks in the second volume of mathematics in the sixth grade of primary school. At the same time, according to the age characteristics of primary school students, it pays attention to questions from easy to difficult, so that students can answer them in a happy way. The capacity and difficulty of the test paper are moderate, which plays a role in examining students' basic knowledge and skills. In particular, combining mathematics with practical problems in real life can make students realize the importance of learning mathematics, thus encouraging students to study actively.
Third, the existing problems:
Through this survey, we found that students have some problems in their study. If the basic knowledge is not solid and the flexible application ability is not strong, some students can't simply calculate, have a vague grasp of some basic concepts, are not skilled enough and can't use them well; Students' understanding of the meaning of operation questions is not in place; Resulting in more score loss. A few students can't talk about thinking at all, and they lose points in solving problems. Some students' handwriting is scrawled, scrawled and untidy.
Fourth, teaching reflection:
Through this mid-term exam, we can find some problems in students' papers and reflect on them. In the future, we should strengthen teaching in the following aspects.
1. Continue to strengthen the consolidation of basic knowledge. Continue to implement curriculum reform in teaching, and fully mobilize students' initiative and enthusiasm in learning and the guidance of learning methods. Lay a solid foundation, carefully design exercises, and strengthen leak detection and filling. Strive to improve teaching quality in an all-round way. 2. Strengthen the close connection between mathematics knowledge and real life, let students use what they have learned to solve practical problems, and cultivate students' practical and operational ability, which is the weakest and most needed to be improved.
Analysis of the Mid-term Examination in Volume II of Grade Six in Primary School Part V 1. Some problems reflected in the test.
1, the basic knowledge of Chinese is relatively weak. Quite a few students have made many mistakes in synonyms, and there are also many typos in their exercises, which confuse homophones with similar words.
2. The comprehensive application ability of Chinese is not strong enough. Usually, teaching may pay too much attention to text language, instead of enriching students' language by mobilizing students' existing language accumulation through text; Idioms, ancient poems and proverbs are not accumulated well; Students' generalization ability is not enough, and their overall grasp of the text is poor, so they can't thoroughly analyze the key parts of the article; Reading a short passage is not careful, and you can only understand the content level of the article, but you can't understand the deeper connotation through words, such as stone soup. The reading comprehension ability is not enough, and it is impossible to read the text, walk into the text and express your true feelings in connection with your life experience, society and your existing knowledge.
3. In practice, most students lose more points because of unclear composition content, too many typos, unsmooth sentences and inappropriate words.
4. Students' training in reading is not in place, and they have not mastered the basic reading methods. For example, if you mark a natural paragraph in your composition, you don't do a good job in the third reading (the first reading understands the content, the second reading sees the problem, and the third reading thinks with the problem and prepares the next answer sheet as appropriate).
5. For the problems in reading, do not carefully examine the questions, blindly answer questions, and lose points for simple questions. For example, in the sixth question of Stone Soup, this passage uses the rhetorical device of () and compares () with ().
2. Reflection after the exam
In view of the idea of writing questions in Qingtongxia city, we should not only pay close attention to reading teaching, but also pay attention to students' double basic training, so that students can grasp it firmly and use it flexibly.
In the future, we must set the starting point of class on students who are close to passing the exam, and try our best to consider their listening effect. Design of classroom exercises, classroom questions, blackboard writing performances, etc. It should be carried out around them, so as to fully stimulate the learning enthusiasm of these students and let them have something to do in class instead of doing nothing. After class, we should take extra care of this group of students, make up for their knowledge defects in class in time, and let them not fall behind in class the next day. In this way, we insist on encouragement in class and care after class to promote their gradual progress on the original basis.
Also pay attention to individual counseling. For students who are backward in class, extracurricular counseling should be followed up in time to prevent these students from losing their interest in learning because of poor foundation, so that they can find something to do in class and build up their confidence in learning. Another kind of students are backward in thinking, so they can't just supplement their knowledge, but also contact their parents and other forces to give them psychological counseling, so as to solve their ideological problems first and then their learning problems.
In addition, it is necessary to further strengthen reading training, especially to cultivate students' reading comprehension ability, understand the specific meaning of sentences in the context, and write a quality post-reading feeling.
In terms of composition, students' ability to examine questions needs to be further strengthened, and students' ability of article planning and language expression also needs further training.
Third, improvement measures.
1. Seriously "learn" curriculum standards, textbooks and teachers' teaching books, and teach intensive reading texts in a down-to-earth manner: pay special attention to word training and reading training.
2. In view of the training points in the teaching materials, such as dividing the text into several parts, summarizing the main contents, and understanding key sentences in combination with real life, teachers should set steps for students' ability, so as to grasp repetition, process and promotion, so that students can gradually improve and form their reading ability in language practice. Encourage students to read more and increase their reading. Encourage students to actively participate in various oral communication activities and use the language materials they have learned in time.
3. Adhere to the teaching goal of combining reading and writing to improve students' writing ability. In the future Chinese teaching, on the one hand, we should strengthen the teaching of reading, on the other hand, we should strengthen the connection between reading and writing, so as to infiltrate and combine reading and writing.
4. Strengthen the accumulation of students' basic knowledge at ordinary times, and check the accumulation of students when necessary. At ordinary times, it is necessary to strengthen the accumulation of students' extracurricular reading, so that students can read more books, increase their knowledge and accumulate.
5, reading interest and ability, pay attention to the guidance of extracurricular reading, and earnestly lay the foundation in class and seek development outside class. Combining with reading teaching, we should properly infiltrate relevant stylistic knowledge, strengthen basic skills training and strive to improve students' writing level. Improve classroom teaching and let students "enjoy learning" Chinese; Carefully design homework exercises to effectively enhance the pertinence and effectiveness of Chinese exercises.
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