First, on the surface, it can be roughly divided into two categories.
The first category is the basic knowledge, through filling in the blanks, judging, choosing, oral calculation, vertical calculation and drawing, as well as the detection of operation problems.
The second category is comprehensive application, which mainly tests practical problems. Whether it is the type of test questions or the expression of test questions, you can see Mr. Juan's unique vision. The examination paper can start with the test of students' learning ability and test the mathematics knowledge of each volume carefully and flexibly. It breaks the students' habitual thinking and can test the multi-angle and flexibility of students' thinking.
Second, the students' basic tests are as follows
Generally speaking, students can give full play to their actual level in the exam, with a pass rate of over 96% and an excellent rate of around 55%.
1, in the basic knowledge, the situation of filling in the blanks is basically good. It should be said that the question type is very good, and the students have practiced it before, so the accuracy rate is high, which also shows that the students have initially established a sense of numbers, and their ability to understand and recognize numbers has developed to a certain extent. The cultivation of students' good thinking lies in doing math problems like this, changing the previous questions, and mobilizing students' thinking well, which students lack, leading to serious loss of points.
2. In addition to the usual oral calculation and recursive calculation, the most important thing in this calculation test is that students edit their own questions and calculate them in different ways. Through this test, I realized that students' computing habits really need to be cultivated.
3. For practical problems, it is very important to cultivate students' reading ability. Reading and analyzing the meaning of questions by yourself is an indispensable ability. Unfortunately, many students clearly know how to do the questions, but they lose points because of the lack of this ability.
In addition, let students operate more and learn to use knowledge flexibly from their own operations. There is a certain gap in this respect.
Third, suggestions for future teaching
Judging from the direction of the examination paper, I think we can improve teaching in the following aspects:
1, based on textbooks and 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. Moreover, it should be consciously integrated with junior high school mathematics in the teaching of higher mathematics.
2. In teaching, we should pay attention to highlighting students' learning process and cultivating students' analytical ability. In normal teaching, teachers should provide students with learning materials as much as possible to create opportunities for autonomous learning. Especially in the teaching of application problems, we should fully display students' thinking, analyze problems by ourselves, design problem-solving strategies, and do more training such as analysis and compilation, so that some students can change from "fear" to love application problems.
3. Do more and practice more to effectively cultivate and improve students' computing ability. There may be nothing wrong with asking students to say the math questions, but sometimes they do the questions by their own intuition, unreasonable and without thinking about the reasons. This can be clearly reflected in the test paper. Students' ability to eliminate computational interference …
4. 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, lead students' learning to life and society, and effectively cultivate students' ability to solve problems.
5. Pay attention to the process and guide exploration and innovation. Mathematics teaching should not only enable students to acquire basic knowledge and skills, but also focus on guiding students to explore independently and cultivating students' ability to consciously discover new knowledge and laws. This will not only enable students to have a deep understanding of knowledge, but also enable students to learn the scientific methods of exploration in the process of exploration. Let the students know not only what it is, but also why.
On the whole, this final math test paper can fully reflect the new teaching concept of taking students as the main body, so that every student can stimulate his interest in learning and self-confidence in life while constantly getting the pleasure of success, and finally base himself on the society and serve it better.
After analyzing and marking the second mid-term exam paper of junior middle school mathematics, we conducted an investigation on the mathematics test paper. Through the survey results, we can see the encouraging side of junior high school mathematics teaching in our school, and also expose some existing problems. The following is some analysis of the survey results, and some teaching ideas are put forward accordingly.
I. Basic information
This year's mid-term math score is 90-99, and the other 80-89. Those below 70 accounted for 5.3% of the total number, and those above 90 accounted for 54%. This result shows that the polarization phenomenon in mathematics teaching in our school can not be ignored.
Second, the students' learning situation (answer) evaluation
1, analysis of candidates' answers to fill-in-the-blank questions
Fill-in-the-blank questions (1-7)(9- 10) are all basic questions, which mainly examine students' understanding of basic concepts in mathematics (reciprocal, absolute value, coefficient, similar items, scientific notation) and their application of basic skills (finding algebraic values), and the score rate is high.
Fill-in-the-blank problem (8) mainly deals with the distance between points with the help of the number axis, which needs to be discussed in categories. A few students only consider one situation. Among the 250 papers surveyed, 56 students answered incorrectly, with an error rate of 22%. Although this kind of test questions involves knowledge, it requires candidates to have certain "learning" ability. The test results show that quite a few students lack the ability to answer such questions.
Fill in the blanks (14) examines how knowledge points represent a two-digit number, and the error rate is 3 1%. There are basically two reasons for the error: ① algebraic expressions of ten digits and one digit respectively, but not two digits; 2 I don't know how to express it.
Generally speaking, the scores of fill-in-the-blank questions are mainly concentrated in 1 1, 13 and 14, accounting for about 73% of the total scores of fill-in-the-blank questions.
2. Answer analysis of multiple-choice candidates.
Multiple choice questions (16, 17) are easy to calculate and have low error rate.
The multiple-choice question (22) is an information question, and the students' completion is ok, which also shows that the students' understanding of the number axis is relatively in place, and the error rate is 10%.
The multiple-choice question (23) is about the area of a figure, and the error rate is 20%. The key to this problem is to find out the width of the bathroom and the length of the kitchen, which requires students to have good ability to analyze problems and seek equality, but some students can't draw good conclusions from the graphics.
The multiple-choice question (24) is a question to explore the law, which is different from what we have done before. Some students didn't notice the "rotating flicker" and "flicker law" in the questions, and they couldn't see the regularity from the three numbers in the questions, so the error rate was relatively high, about 45%.
3. Analyze candidates' answers to simplified questions through calculation.
25, 26 and 27 are all calculation problems, the most basic rational number mixed operation, removing brackets, merging similar items and algebraic evaluation. Examining students' operational skills, a considerable number of students have a good grasp of the foundation, but the main points are mainly focused on 26 questions and 27 questions, mainly including the following questions:
①-24 cannot be distinguished from (-2)4; (2) It seems that for the sake of "simple calculation", the calculation order is out of order; ③ The coefficient before brackets is not multiplied by each item behind; (4) Remove the brackets, and the symbol changes are confusing; ⑤ When substituting numerical values, do not pay attention to the writing format of minus sign and power.
4. Analyze candidates' answers to questions
Students can basically answer the second small question of question 28 correctly, which shows that students can still understand this arrangement law of column numbers, but if they want to express it in written language, the error rate is 34%, which is relatively high, and the symbol index can be clearly expressed, but the coefficient is not clear; Question (3) requires students to discuss odd and even numbers, and most students simply write odd numbers. The error rate is 40%, which also shows that in the future teaching, the corresponding thinking methods should be properly infiltrated.
Three Analysis of Junior High School Mathematics Test Paper I. Overall Evaluation
According to the relevant requirements of mathematics curriculum standards and the proposition principle of "emphasizing ability, foundation and innovation as the soul", this set of questions highlights the characteristics that mathematics is a basic subject and eighth grade mathematics accounts for a large proportion in the senior high school entrance examination. On the basis of a comprehensive investigation of students' mathematical knowledge, methods and ideas, we actively explore the innovation of test questions. The examination paper is well-organized, difficult, the basic questions of basic knowledge and skills, the understanding of mathematical thinking methods and the objective differences in mathematical thinking level. And encourage students to innovate, strengthen the investigation of innovation consciousness, highlight the exploration and openness of the test questions, and the whole set of test papers fully embodies the spirit of curriculum reform.
There is no super-category and super-book phenomenon in the test questions, and the distribution principle of easy, medium and difficult questions is maintained at around 7: 2: 1.
Second, the analysis of the structure and characteristics of the test questions
1, analysis of test question structure
2, the characteristics of the test questions
(1) emphasizes ability and pays attention to the examination of mathematical thinking process and method.
The examination paper not only examines the students' mastery of the basic knowledge of mathematics in the eighth grade, but also examines the students' basic mathematical ability in the process of comprehensively applying these knowledge. Mathematics ability in junior middle school mainly refers to the ability of calculation, thinking and spatial imagination, as well as the ability to analyze and solve problems by using what you have learned. "Mathematics Curriculum Standards" clearly points out that students can make progress and understanding in thinking ability, emotional attitude, values and many other aspects while gaining an understanding of mathematics.
(2) Pay attention to the flexible use of knowledge and the ability to explore.
The examination paper actively creates exploratory thinking and attaches importance to the design of open and exploratory questions.
(3) Pay attention to reading comprehension, information acquisition and data processing ability.
The new curriculum especially emphasizes the ability to obtain information and process information from words, images and data. The requirements of modern society for cultivating students' ability to acquire and process information.
(4) Attach importance to connecting with real life and highlight the examination of mathematics application ability.
Practical application questions are set in many places in the test paper to examine students' ability to abstract mathematical models from practical problems and experience the emotion of using mathematical knowledge to solve practical problems. The test questions are based on the real life that students are familiar with, and have the flavor of the times and educational value, such as 28 questions, which make students feel that real life is full of mathematics, require students to learn and apply mathematical knowledge to solve practical problems, effectively examine students' ability to apply mathematical knowledge to solve practical problems, and cultivate students' awareness of using mathematics and doing mathematics.
Third, answer analysis
In the design of test questions, we should pay attention to maintaining a certain gradient, not increasing the difficulty of the last question, but focusing on the idea of dispersing the difficulty of the proposition, so that every student can feel relaxed in each question.
Fourth, teaching inspiration and suggestions
Through the analysis of the above papers, we should pay attention to the following aspects in the future teaching process:
1, learn the new curriculum standards and guide the teaching work with the new curriculum concept.
Usually, we should study the mathematics curriculum standards and put the teaching ideas advocated by the mathematics curriculum standards into our own teaching. Starting from students' existing knowledge and life experience, we should create problem situations, stimulate students' enthusiasm for learning, and help them truly understand and master basic mathematical knowledge and skills, mathematical ideas and methods in the process of independent exploration and cooperative communication, so as to gain rich mathematical experience.
2. Lay a solid foundation for everything.
To correctly understand the meaning of "double basics" under the new curriculum standard, we should pay attention to the teaching of basic concepts, basic graphics and basic thinking methods and the cultivation of basic operation, problem analysis, problem solving and application in mathematics teaching. For all students, we should use textbooks instead of textbooks to teach. Taking the examples and exercises of textbooks as raw materials, and combining with the actual situation of our school, we make inferences, extensions and appropriate deformations to achieve that "everyone can master the necessary mathematics" for junior high school students. At the same time, we should pay special attention to students with learning difficulties, and cultivate learning methods through learning interest, so that they can meet the basic requirements of learning, fully embodying the value of education lies in "allowing different students to get different development."
3. Pay attention to application and cultivate ability.
In mathematics teaching, we should always pay attention to social life, pay attention to emotional setting, guide students to start from real life and practical problems they are familiar with in related disciplines, summarize and abstract mathematical concepts and laws through observation and analysis, so that students can constantly experience the connection between mathematics and life, and cultivate their analytical ability and modeling ability while improving their interest in learning; At the same time, we should strengthen the cultivation of thinking ability and innovative consciousness. In teaching, we should stimulate students' curiosity and thirst for knowledge, constantly pursue new knowledge through independent thinking, discover, propose, analyze and creatively solve problems, and make mathematics learning a process of rediscovery and re-creation. Teachers should choose or design a certain number of open questions and exploratory questions to provide opportunities for cultivating students' innovative consciousness and encourage students to explore some mathematical problems.
4. Pay attention to essence and guide teaching.
In recent years, many test questions in the senior high school entrance examination reflect the new curriculum ideas such as mathematics application thought, practice and operation, process and method, inquiry learning and so on. Therefore, in teaching, we should take the new curriculum concept as the guide, attach importance to the application of teaching methods such as hands-on practice, independent exploration, cooperation and exchange, give students some time and space, and teachers should inspire and guide them in time. In cooperation and communication, students are allowed to fully express their ideas, including different opinions and questions. Teachers should listen patiently and guide students to discuss. Special attention should be paid to the communication between students, so that students can express their ideas clearly in mathematical language, so that their peers can understand and understand the mathematical ideas expressed by their peers, and encourage debates among students. In the activity, we should pay attention to the essence of mathematics. After the math activity, students should be guided to reflect on themselves, sum up the mathematical laws hidden or discovered in the activity, and let students truly experience and appreciate the process of math change.
First of all, children's attitude towards exams is relatively correct.
Mainly manifested in: First, compared with previous papers, the paper is more serious. This shows that children really care about this exam and attach great importance to it from the heart. This is also a habit of children. Writing in regular exams is more serious than usual. Second, there is no calculation error that is easy to lose points in the past. This is very rare. This is also the most worrying issue for parents. "The storm passed easily, but the boat capsized in a small river ditch", which annoyed parents as usual, and the children later regretted it.
Second, judging from the content of children's wrong questions and points, there are four categories.
First, the exam is not rigorous and there is no serious thinking. For example, on page 1, item 4 of the first big question, 64 decimeters = () meters, children calculate the conversion between decimeters and meters as a percentage, and deduct 1 minute;
Second, there are loopholes in the mastery of knowledge points. Such as page 3, the fourth question, the fourth question, the second sub-item division calculation, deducted 3 points;
Third, children do not fully grasp the steps and methods of solving math problems, which belongs to "jiaozi is cooked in a teapot, but it is not shipped". For example, the fifth item of the fifth question on page 4 belongs to this kind of problem, and 1 point is deducted;
Fourth, it will not be investigated. As mentioned above, the first error can be completely avoided by checking.
Third, judging from the problems exposed by children's exams, it is also a warning and reminder for parents.
Parents should let go of children entering junior high school, but letting go does not mean giving up, especially for new children, they should be guided in good study habits and methods. Pay attention to the children's usual wrong questions. In particular, teachers should pay more attention to the wrong problem books that children usually do, and must ensure that every wrong problem can be corrected according to the correct steps and methods, otherwise the wrong problem books will lose their real role. Parents must also help their children check the revised wrong questions. For example, the last question that children miss is a similar question that children miss. At that time, I thought that the child had written the wrong question book, which should be fine, but in fact, the child's revision was not correct. After a long time, I forgot how to do it.
Through the analysis of test papers, in the future, our parents will help their children to correct their exposed problems one by one. I also hope that teachers will be stricter with children and have higher standards. Thank you.
Analysis of Junior High School Mathematics Test Paper Part V (1) Performance Data Analysis
The total number of people taking the math exam this time is 33, and the actual reference is 33. The passing rate 100%, of which 33 people scored 60 points or above, with satisfactory results.
(2) Test paper analysis
(1) The full mark of this question is 120, which is divided into three parts: multiple-choice questions, fill-in-the-blank questions and solution questions. The biggest feature of this paper is the large amount of reading, which is quite difficult for us students.
(2) The multiple-choice part focuses on the basic knowledge after the senior high school entrance examination, and pays attention to the investigation of students' ability and basic knowledge.
(3) Fill in the blanks focuses on concepts and abilities. Among them, 14 and 15 are more difficult. (4) The key to answering questions is the ability test of basic knowledge. This sub-topic has a large amount of reading, such as: 20,21,23,24, to examine students' ability to obtain information.
(3) Expected problems and measures taken.
(1) Expected problem:
1. Students' basic knowledge is not in place, but some students have poor foundation and lose confidence in mathematics.
Usually, there are few exercises on reading topics, and students don't know how to start with topics with a lot of information.
There are a lot of teaching contents in 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, and some students' study habits are poor, and some students' learning attitudes are not correct, which leads to some students' unsatisfactory academic performance.
(2) Measures:
1 arouse students' enthusiasm, promote emotional communication between teachers and students, encourage students' innovative thinking, accept students' mistakes in progress and guide them to move in the right direction.
2. Strengthen the "double basics" training, and strive to improve students' computing ability, geometry deduction ability, problem analysis and problem solving ability. Strengthen the understanding and application of concepts, appropriately create problem situations, and let students fundamentally understand what they have learned.
3. Strengthen variant teaching, correct the phenomenon of memorizing books by rote, emphasize the use of anvil teaching materials, thoroughly understand teaching materials, use flexible teaching materials, and complete teaching activities from the teacher's point of view in an eclectic way to enhance students' learning flexibility.
(4) Comments and suggestions on this test.
Evaluation: After the projection of this test, increase the direction of proposition, examine students' ability to read materials, and point out the direction for future teaching.
Suggestion: On the whole, this math test paper is good and enlightening. The proposition that the fill-in-the-blank question 15 question 3 is parallel to the same straight line and the two straight lines are parallel should be placed in the same plane, so the proposition is correct. So there are two true propositions.
Analysis of junior high school mathematics test paper 6 I. Characteristics of test paper
1, which pays attention to the application of students' comprehensive ability and has certain flexibility.
2. Pay attention to the combination of mathematical knowledge and practice, that is, integrate theory with practice and have innovative consciousness.
Second, the analysis of students' answers
1, fill in the blanks:
Fill in the blanks basically embodies the basic knowledge and skills. Except for the eighth question, the scoring rate of the other seven questions is still relatively high.
The number of points lost is the eighth question.
Reasons for losing points:
(1) This question requires students to estimate to the third place after the decimal point. Children can still work out with calculators, but they are not allowed to use calculators in the senior high school entrance examination, so they are not allowed to use calculators in the usual exams. The children's computing ability has not yet reached the test requirements.
(2) The new curriculum standard for estimating the square root of arithmetic requires that it be estimated to the tenth place, and this question needs to be estimated to the thousandth place.
2. Multiple choice questions:
The difficulty is moderate.
14 and 16 are the questions that lose more points.
Reasons for losing points:
(1) 14 is the combination of numbers and shapes. It is difficult for senior two students to learn functions, and the combination of numbers and shapes needs to be broken through.
(2) Question 16, which has been deleted from the new textbook. Without this statement, although we have all expanded to collective lesson preparation, the students' mastery is still not solid.
Third, answer questions.
17: More than 60% of the students are proficient in trigonometric congruence and have a good grasp of basic methods. The other students were still confused by the two classmates. It is also necessary to strengthen the training of basic methods and basic abilities.
The questions of 18 and 19 are good and comprehensive, but impartial, which can not only examine students' basic skills, but also examine students' mastery of basic knowledge and flexibility. However, in the second question of 18, some students only explained the positional relationship or quantitative relationship because of unclear examination, which led to a considerable number of students not getting full marks in this question.
20, 2 1 is really a challenge for junior two students, 30 students got satisfactory scores on 20 questions, and 40% students got full marks on 2 1 questions.
Questions 22 and 23 pay attention to the connection between mathematical knowledge and practice, have innovative consciousness, and meet the requirements of the new curriculum standard. Students also like this kind of questions, and the score rate is high.
Fourth, the examination questions.
1, pay attention to the combination of mathematical knowledge and practice, that is, integrate theory with practice and have innovative consciousness.
2.8 Fill in the blanks with16,20,21question, which exceeds the requirements of the curriculum standards for four-year junior two students.
3. Senior two can only learn proof in a strict sense in the next semester, and there should be no text verification for 17 and 19.
4. The level of the test paper is not obvious, which makes it difficult for students to arrange the answer time. It is better to put questions 22 and 23 before questions 20 and 2 1, and take question 20 as the finale, which is more in line with the examination characteristics of junior two students.
5. After learning the textbook content in the second semester of Senior Two, I began to learn the related proofs of parallel lines and triangles. These 20 questions obviously put forward the requirements of the new curriculum standard for the students in the second semester of senior high school.
Analysis of junior high school mathematics test paper 7 I. Analysis of test questions
When I first saw the paper, I felt deja vu. Read it again, ponder it carefully, savor it carefully, and sum up the following five characteristics of the math test questions at the end of the seventh grade this year:
(A) In the "three basics" examination, the examination of basic activity experience was added.
In addition to the three basics, the test questions are guided by the * * version of mathematics curriculum standards, which strengthens the examination of basic activity experience. For example, "flop" 23 questions, attach importance to students' participation in mathematical activities, attach importance to students' accumulation of necessary experience in activities, and improve students' mathematical literacy. The basic activity behind this topic-experiencing curriculum objectives will surely become another fuse for the continuous improvement of teaching methods.
(2) Pay attention to the changes in teaching materials and highlight new topics in new teaching materials.
For example, using 22 equations to solve the application problem "water cup problem" and using 25 comprehensive problems to solve "charging problem" are all new topics in textbooks. The choice of these topics reflects the emphasis on the new curriculum standards and the grasp of the new direction.
(3) Highlight the direction of the senior high school entrance examination and lead the way with the same type of questions.
(D) Attach importance to teaching materials and reproduce classics.
As always, the test questions attach importance to textbooks, and the topics come from textbooks and are higher than textbooks. For example, 20 simplified questions, 23 observation and guessing "flop" questions and 26 comprehensive application questions of "train crossing tunnel" are all adapted from textbook topics. After the adaptation, the author not only combines mathematics knowledge with life and production, but also highlights the accumulation of students' experience in basic activities during the learning process, and comprehensively inspects the knowledge points in this book. Guide us to attach importance to textbooks, which are the crystallization of countless experts' painstaking efforts and wisdom in daily teaching.
(5) Pay attention to the development of students' learning ability.
The ninth mathematical method "induction" and 18 "cyclic fraction" highlight the learning method and learning ability. The purpose of 18 is not to let students learn the method of "circulating fractions", but to examine students' self-learning ability and whether they can learn a new knowledge by themselves and apply it, which is undoubtedly the greatest affirmation of "learning first" in the curriculum reform.
Second, the analysis of students' answers
(2) Problem analysis: After reviewing the teaching of this semester many times, I found that the problems mainly appear in the following three aspects:
1. Not paying enough attention to the experience of mathematical activities. Question 23 "flop" can be said to be a classic, but I neglected to let the students participate and experience it. If students have accumulated activity experience in their studies, there will be no post-90s generation who can't combine it with related mathematics knowledge.
2. The discussion, communication and "teaching soldiers by soldiers" in classroom teaching are not thorough enough. Because of the poor foundation of students and many students with learning difficulties, I have always attached importance to "teaching soldiers with soldiers." I think this form can not only promote excellent students' understanding of problems, but also give full play to their enthusiasm and promote the progress of students with learning difficulties. But for some difficult questions, I "speak" and they "listen". For example, I explain the problem of "the train goes through the tunnel", and then let the excellent students explain it to the students with learning difficulties. Maybe the students with learning difficulties may not know it, but the excellent students will really know it.
3. Rely on materials and ignore teaching materials. Although Academy News is a good material, it deviates from our exam. Although I made a choice, I haven't chosen carefully. At the same time, I regret the neglect of teaching materials and teaching reference. The problem of "discussion according to the situation" was clearly put forward in the teaching reference, but I didn't notice it, which led to an error.
In a word, this final exam gave me a deep shock. For the first time, I realized the true meaning of "no matter how clever a person is, he is stupid", because she guided my teaching, enlightened my thinking and opened my wisdom.
Looking back on my teaching career for more than ten years, I never hesitate to "swim" in the sea of questions every time near the end of the term, looking for the shadow of knowledge points and problems everywhere. It can be said that she was searched thousands of times, and Baidu was searched more than a thousand times. Today, I realized more deeply that she was in the textbook, she was in the final exam in previous years, and she was in the senior high school entrance examination paper in Hebei Province. Looking at the textbooks, final exams and mid-term exams lying on my desk, I couldn't help laughing: Why bother going further and further? Why are you struggling to find it in the vast ocean of problems? She, right beside her, has never gone far!
Analysis of Junior High School Mathematics Test Paper VIII. Fill in the blanks
Fill in the blanks involves some basic concepts, such as the difference between monomial and polynomial; Multiplication with the same base; Use scientific notation to represent a number; Functional relationship between trapezoidal area and bottom surface; The probability of three people playing games; Judging the angle according to the characteristics of parallel lines; The center line of a triangle; Angular bisector, etc. The proposition of fill-in-the-blank questions can start with the most basic knowledge points, start with the small points of knowledge points, and test the small knowledge points from the most basic knowledge points. The difficulty coefficient is moderate, which is a high-quality proposition.
Second, multiple choice questions
The proposition of multiple-choice questions involves the following knowledge points: addition and subtraction of algebraic expressions; Some basic knowledge about angle; Exact figures and approximate figures; Basic knowledge of probability; The relationship between complementary angle and complementary angle; Operation related to power supply; Determine the conditions that constitute a triangle; An image representing the relationship between variables; The edge between the two angles determines the size of the triangle; Judging the angle according to the characteristics of parallel lines. Specific propositions can be close to life. Under the guidance of the new curriculum reform concept, mathematics is integrated into life through some examples in life, which shows that people's lives cannot be separated from mathematics. Such a proposition can stimulate students' interest in doing problems, arouse their enthusiasm, and let students reflect what they have learned on paper as much as possible.
Third, drawing questions (don't write, leave traces of drawing)
Drawing is the most basic problem. As we all know, two angles form a triangle on one side. Moreover, there is no need to write, and the traces of painting are preserved. This question is an investigation of textbook knowledge, and there is no room for thinking. As long as you listen carefully in class, you should be able to do it
Fourth, answer questions.
Solving problems can be divided into calculating problems, brief comments and reasoning to fill in the blanks. Calculating and simplifying the operation of evaluating and testing algebraic expressions involves the operation of algebraic expressions, the square difference formula and the complete square formula. The reasoning fill-in-the-blank problem is the congruence of triangle, which is the fill-in of the proof process of triangle congruence, which reduces the difficulty of triangle congruence proposition and examines the students' mastery of knowledge points.
Verb (abbreviation of verb) problem solving
There are always two problems in solving problems. One is to measure the distance by triangle congruence. Another problem is the process of analyzing the relationship between variables (distance, speed and time) on the image. Both problems are close to life, and the distance is measured by triangle congruence, mainly to prove triangle congruence and to examine language expression ability. The image of variable relationship, in life, explores the relationship between variables from a mathematical point of view, and examines students' ability to obtain information from images through the changing process of images.
Sixth, thinking expansion.
Thinking expansion * * * two questions, one is about the square difference formula and power expansion related knowledge; Another problem is to solve the shortest distance between two points by combining symmetry, which is put forward directly from the perspective of life, to solve practical problems in life, to reflect the symmetry phenomenon in reality with symmetry as the basic starting point, and to let students feel the beauty and harmony of nature in mathematics.
The characteristic of this set of questions is to connect the learned mathematical knowledge with the problem situations in life, which is convenient for students to think and operate, improve students' interest in doing problems, and help improve students' mathematical self-confidence through examination and evaluation.