Summary of Mathematics Competition (1) The first half of the sixth grade focuses on ratio and proportion, cylinder and cone. For students, there are many knowledge points in these two parts, so it is difficult for students to understand and use them flexibly. In addition, because of the interference of other details, students are not easy to score. Our sixth grade group held a eugenics competition at the end of April. In the exam that emphasizes basic ability, we should strengthen the practice of difficulty and intensity to lay a good foundation for students to solve problems flexibly.
The topic setting of this competition is mainly the key and difficult knowledge in two units. It is a targeted examination of students' learning content at this stage. The number of questions is relatively large. Correct solution requires not only great patience and care of students, but also certain methods and skills. Some exercises seem simple, but it is not easy to get them right completely. There are many factors to consider. For example, if the unit is converted, you can answer it according to the idea, and the calculation needs to be very accurate. So some students find it difficult. In addition, the scores of the following questions are relatively high (7 or 8 points for each question), so the results of the competition are not optimistic, and there are not a few people who fail in each class. Judging from the problems of these students, students' in-depth understanding of this part of knowledge needs to be strengthened.
On the whole, more than 90% students account for 20% of the grade, while those with low grades still account for a large proportion, and the gap between classes has also appeared, which is inseparable from the training of teachers and the kung fu requirements of students.
Judging from the answers, because the compilation of test questions is a problem that students are prone to make mistakes or neglect, some students still follow these mistakes in the answers to these questions, and other questions have no substantive problems, mainly because they can't completely do every step. Most students have no problem with their methods, but because they are not careful and meticulous, they still expose many problems in short.
Summary of Mathematics Competition (Part II) In order to enrich students' spare time, stimulate students' interest in learning mathematics well, provide more space and opportunities for spare students to show themselves, let them enjoy the fun of success, and at the same time cultivate students' spirit of establishing competition consciousness, being brave in challenging themselves and being eager to learn and make progress. The guidance office organized a math competition for some students from grade one to grade six. Thirty students took part in the competition. Due to the active work of the competition judging panel, the competition award has ended. According to the reservation plan, 6 first prizes, 2 second prizes 12 and 3 third prizes 15 have been awarded. Winner list:
First grade group: first prize: Wu Wenfen
Second Prize: Yang Third Prize: Yang Wu Tianhao Second Grade Group: First Prize: Wu Yang
Second Prize: Wu Third Prize: Tian Lei.
Third grade group: first prize: Yang Xun.
Second prize: Ray
Third Prize: Zhang Zeyi, Meng Yan, Huang Xinyi
Fourth grade group: first prize: Yao Siyang
Second prize: Yang Yixin Fuqiang.
Third Prize: Wu Xueli, Ren Ying Longyi.
Grade 5 Group: First Prize: Liu Yang.
Second prize: Zhouyi Shuang Bao.
Third Prize: Zhou Wenshun, Fu Yurong, Fu Qiansha Sixth Grade Group: First Prize: Zhou Wenyuan.
Second prize: Liu Yu Zou Jiahao
Third prize: Huang Ruixin congratulates the above students on their achievements, and hopes that these students who are good at mathematics can continue to roam in the ocean of mathematics, get happiness from the process of exploring mathematical knowledge, and make active efforts to become a great mathematician.
Summary of Mathematics Competition (Part III) In order to enrich campus cultural life, stimulate students' interest in mathematics learning, cultivate students' computing ability, and build a platform for students to show their mathematical ability, our group organized a geometric figure creation competition on Thursday. Through the active participation of some students in the elementary class competition, a large number of outstanding students emerged.
This math activity has been strongly supported and cooperated by the teachers in the group, and it is very serious and rigorous from invigilation to marking. Achieved the original intention of this activity. It can be said that this competition has been a complete success.
Some problems reflected in the competition:
1. Generally speaking, the students' basic ability in this competition has been greatly improved, which shows that our teachers are always persistent in cultivating students. The important task of progress falls on the shoulders of every math teacher, hoping to continue to strengthen the training of basic knowledge and strive to lay a solid foundation for solving practical problems.
2. The volume of this competition also reveals that some students are relatively weak, hoping to attract enough attention from teachers and students. It can also be seen through the competition that our students still have obvious problems such as careless mistakes and misuse of graphics; It still needs to be compacted. But also pay attention to the cultivation of good learning quality and habits. Only in this way, can the geometric figure be carried out correctly and completely, and the result of the competition can be guaranteed.
This math contest has ended, and the joy and thinking are left to every math teacher. I hope today's achievements are the cornerstone of your struggle tomorrow, and I hope that your active participation and efforts will always be there to improve and take off the mathematics ability of our school.
Finally, congratulations on the achievements of this competition. I hope all the students who won the prize in the competition will make persistent efforts!
Summary of Mathematical Competition (Chapter 4) We deeply feel from grasping the process and effect of mathematical competition that mathematical competition is consistent with the new curriculum concept, that is, we should understand the development of students from two dimensions. First, the all-round development of individuals (general development+special development); Second, the overall development of the group (* * * with development+differentiated development). Long-term mathematics competition guidance also makes us deeply realize that middle school students' participation in mathematics competition is a way for higher-level schools to train and transport outstanding talents. It is a collision between intelligence and ability, and a test of middle school students' comprehensive quality in mathematics. Through competition, teachers' teaching enthusiasm and students' visual thinking can be stimulated. The following are some measures and experiences of how the math group of our school conducts math competition counseling.
First, leaders attach importance to teachers' input.
As we all know, without the attention of leaders, schools can't carry out their activities well. Over the past few years, the leaders of our school have attached great importance to students' math competitions, often concerned about and asked about the development of competition counseling and students' achievements, and gave very important guidance and suggestions. In particular, President Cai said at the teachers' regular meeting, "We must have what others don't have; What others have, we will be stronger ",which makes us deeply feel that if we want to achieve excellent results in the mass mathematics competition, we must make different efforts from others under the school-running concept of" high starting point, high efficiency and high quality ".
Second, the teaching and research group attaches importance to the counseling plan, and the preparation group pays attention to unity and cooperation.
At the beginning of each semester, each lesson preparation group should make plans and arrangements for its own group's mathematics competition counseling and goals. The teaching and research team leader is unified and coordinated, and the lesson preparation team leader is mainly responsible. It is precisely because of the layers of planning and management that the competition counseling work of our math group has been carried out in an orderly manner for three years. In the arrangement of the contestants, we don't choose one or two teachers as tutors like some schools, and other teachers "stand aside". We adopt the principle of "team leader taking the lead and fighting collectively", with both main core and auxiliary staff to ensure that students can accept different teachers' ways of thinking, let each teacher know his responsibilities and burdens, and at the same time speed up the training of young teachers. In order to get results in the math contest, we should follow the following "sign" rule: "The same number is positive and the different number is negative". Good teachers and students need adequate preparation (that is, preparing lessons) to cultivate good talents, and both are indispensable. In the long-term counseling process, we pay special attention to the inspection and collection of teachers' teaching plans. A lesson plan is not to go to class if you want, but to be reviewed and supplemented by several people, which ensures the quality of competition counseling. The arrangement of the teacher's class time is not consistent. Young teachers are mainly involved in preparing lessons. Experienced teachers should not only check the quality of teaching plans, but also go to the classroom to make students feel safe. For the selection of students, we also try our best to choose the best and adjust the members in time. In principle, there are many people in basic years, and with the increase of grade, the number of people decreases gradually, which is convenient for teachers to give centralized counseling and individual counseling. Teachers should report to the class teacher and subject teacher in time when they find the abnormal situation of students in class, so as to do deeper investigation and ideological work in time.
Time ensures quality. If you want to get results in the math competition, you can't do without enough teaching time and students' practice time, and teachers and students spend less time teaching in the competition during the day. Therefore, our group decided to carry out math competition counseling in the evening, and arranged two nights a year for one and a half hours, which not only taught some competition knowledge, but also penetrated some problem-solving thinking methods, and arranged some appropriate homework to be completed in other extracurricular activities. This not only ensures the teaching time of the new course, but also ensures the time for students to practice themselves.
Third, teachers are consciously involved.
Teachers' investment should include two aspects: first, constantly improve their ability and level of problem solving. Everyone knows that junior high school mathematics competition questions are flexible and changeable, and there is no fixed track. It tested students and teachers. Many math problems can't be worked out by teachers at once, which requires teachers to constantly study and train themselves, consider problems in all directions, and improve problem-solving skills and speed. Otherwise, when students ask you questions, teachers often can't do it, or when students answer, teachers can't make correct judgments and analysis. In the long run, they will lose their prestige in front of students. Therefore, we can often see some tutors burying their heads in solving problems or thinking silently or discussing with several teachers. Sometimes, they are still thinking while walking, eating and sleeping because of a competition question. The second is to constantly improve the methods and means in the process of counseling. Teachers should read more theoretical knowledge of competition counseling, adopt scientific and reasonable teaching and appropriate incentive mechanism, and fully mobilize students' enthusiasm. Teachers can go to class without knowing how to do their own problems. Otherwise, the teacher has a high level of problem solving, but the students can't understand it.
Summary of Mathematical Competition (Part V) The first two units in the first volume of grade five are the teaching of fractional multiplication and fractional division, and the calculation also accounts for a considerable proportion in the teaching of polygon area units. According to the arrangement of teaching content and progress, our fifth grade group held a special competition on students' computing ability in June 165438+ 10. In the examination of highlighting basic ability, we should strengthen the practice of difficulty and intensity to lay a good foundation for students to correctly test the calculation results.
The topic of this competition is mainly fractional multiplication and division. Vertical calculation, out-of-shape calculation, text exercises and related simple calculations are targeted examinations of students' learning content at this stage. Because of the large number of questions, simple calculation accounts for a large proportion. Correct calculation requires not only great patience and care of students, but also certain methods and skills. So some students find it difficult, and a few students can't finish all the questions within the specified time. Judging from the problem-solving situation of these students, their computing ability needs to be improved, and the usual intensity training is obviously not enough.
On the whole, students with more than 90 points account for 20% of the grade. Because each question involves a small score, a large number of questions, and people with low scores still account for a large proportion, the gap between classes has also appeared, which is inseparable from the requirements of teacher training and the efforts of students.
Judging from the answers, some students still follow these mistakes in the answers to these questions because of the compilation of the test questions, and other questions have no substantive problems, mainly because they can't do every step correctly. Most students have no problem with their methods, but because they are not careful and meticulous, they still expose many problems in short.
Eight first prizes and two second prizes 12.
Summary of Mathematics Competition (Chapter VI) This competition is a comprehensive investigation of students' computing ability, and the result is not optimistic. Because the test questions shoulder the dual tasks of competition and training, some students find it difficult in the number and types of questions, and a small number of students cannot complete all the questions within the specified time. Judging from the situation of these students doing problems, their calculation skills need to be improved and their calculation methods need to be clarified. The usual intensity training is obviously not enough.
On the whole, students with full marks only account for 8 in the grade, and there are not many students with more than 90 points in the class. Due to the large scores involved in each question, these low-scoring people who failed and just passed accounted for the peak. The gap between classes has also emerged. Class 5 (1) and Class 2 have poor grades, while Class 5 (4) and Class 5 (6) have obvious advantages in calculation, which is inseparable from the cultivation of teachers and the kung fu requirements of students.
Judging from the answers, some students still follow these mistakes, such as "23. 13+25×0。 16+ 1。 The students who made mistakes in "87" still put brackets on the left and right sides of the multiplication sign and turned it into their own imaginary formula to calculate. This is a problem with concentrated mistakes. There are no substantive problems with other topics, mainly because each step is not done correctly, and most students have no problem with the method, but because they are not careful and meticulous, they don't know what the purpose of each step is. Sometimes, mixing several steps into one step leads to mistakes, and some calculations are wrong. In short, there are still many problems exposed.
Grade winners are divided into first prize and second prize according to percentage and non-percentage. Eight first prizes, including Yang * *, Meng * *, Bai * *, Jia * *, Wu * *, Han * *, Jing * *, Gan * *; Second prize ***22, they are students with 96 points or above.
Summary of Mathematics Competition (Chapter VII) In order to improve the quality of mathematics education in our school, enhance students' interest and level in learning mathematics, cultivate students' ability to analyze and solve problems, and provide students with a stage to show themselves; In order to stimulate students' interest in learning mathematics, cultivate students' ability to learn mathematics and apply mathematics knowledge, and show students' achievements in mathematics learning. According to the arrangement of the school guidance office, our school organized a primary school mathematics competition.
This activity can test students' ability to master and apply knowledge flexibly, and cultivate students' ability to use knowledge flexibly to solve practical problems in life; Stimulate students' interest in learning mathematics and develop their logical thinking ability; It has played a positive role in cultivating students' sense of collectivism honor and competition.
I. Summary of experience
Through the success of this math contest, it provides work experience for future activities.
1. Plan carefully and act in time. For the development of the whole activity, we must carefully plan the activity and make specific factual plans for all aspects of the activity. Once the planning work is completed, it must be completed in time, otherwise it may affect the implementation of the whole activity.
2. Enhance communication. If you want to do the activity well, you must communicate well, exchange experiences with each math teacher, assign their own work, and understand what problems should be paid attention to in doing the activity well. Exchange ideas and experiences of activities.
3. Carefully guide students. We should pay attention to cultivating students' good learning quality and habits. Only in this way can a question be carried out correctly and completely, and the exam results can be guaranteed.
Second, the shortcomings in the activities
From the test paper of this competition, it is also revealed that students are weak in computing ability and writing, hoping to attract enough attention from teachers and students. Through the competition, we can also see that our students still have obvious problems, such as mistakes in numbers and operation symbols caused by carelessness, calculation errors caused by improper use of multiplication formulas, and some students have not completed the examination papers. More importantly, students are not good at "solving problems" and don't know how to solve an application problem, which requires the attention of all teachers.
This competition provides a stage for students to show their elegant demeanor, stimulates students' strong interest in mathematics, and provides a stage for students to show themselves. Happiness and thinking are left to every math teacher. I hope today's achievements will be the cornerstone of your struggle tomorrow. I hope that your active participation and efforts will always be there to improve and take off the computing power of our school. Finally, congratulations on the complete success of this competition. I hope all the students who won the prize in the competition will make persistent efforts!