First, why do you want to analyze the exam results? Examination quality analysis is a basic teaching work. Through careful quality analysis, we can master the teaching situation in a period of time, including teachers' own situation, including students' understanding, mastery and application, so as to scientifically, reasonably and accurately adjust and improve teaching objectives, teaching contents, teaching methods and teaching processes, improve teaching efficiency and obtain rich "information sources". Teaching detection has two functions, one is evaluation and the other is diagnosis. Examination quality analysis embodies the diagnostic function of examination. For example, a teacher is like a doctor. The exam is a student's physical examination, and the result is an X-ray film, a CT report and a laboratory sheet. Teachers need to make a comprehensive, in-depth and meticulous analysis based on these materials, find the corresponding problem-solving strategies, and finally prescribe a good prescription. The so-called comprehensive is to have an overall grasp of the school and the class. The so-called in-depth, that is, not just stay on some statistical data, but look at the essence through the phenomenon, understand the key, and grasp the key. The so-called fine, is to emphasize case analysis, every student should exhaust possible factors, so as to have a well-thought-out plan; It not only explains the score, but also describes the reasons for diagnosis and traceability. Therefore, it is necessary to analyze the examination quality. Second, how to hold a good performance analysis meeting? (1) Analysis of teachers' teaching self-quality. The purpose of teaching quality analysis is to objectively evaluate the current situation of teaching and learning, and affirm achievements and effective practices; Find out the problems, find out the reasons, and formulate scientific and feasible improvement measures. However, in quality analysis, some teachers often put problems on students: poor foundation, lack of seriousness, lack of attention, partiality, lack of effort ... Let teachers discuss several issues: First, from the subjective wishes of students, how many students don't want to study hard and do well in exams? Second, are students really tired of learning? Third, what is the reason for the phenomenon of partiality? Why are some students interested in certain subjects and study hard? Fourth, there are differences in students' thinking ability, whether some students are born unable to learn and so on. Through the discussion of these problems, teachers realize that if the student-oriented concept is truly established, then all kinds of problems existing in students' learning are teachers' problems, that is to say, students' problems are caused by teachers and students' problems are solved by teachers themselves. Unified the understanding of teaching quality analysis and changed the concept. In the process of quality analysis, teachers can look at problems objectively, look for reasons subjectively, and regard every teaching quality analysis as a help to themselves, a self-summary, and a self-improvement, so they are serious and willing to conduct quality analysis. The self-quality analysis of teachers' teaching can include: test analysis-including the coverage of knowledge points; Difficulty; Test question structure; Question quantity; Innovation and times, etc. Analysis of learning situation-including the mastery of various knowledge points; A summary of the problem and the extent of the problem; Students' innovative performance, etc. Teaching analysis-including reflection on teachers' teaching situation; Teaching mistakes; Knowledge error, etc. Pay attention to learning situation and teaching analysis. In this process, teachers are encouraged to adopt two-way information collection and two-way quality analysis, that is, teacher analysis and student analysis; Comprehensive analysis of knowledge block, ability layer and student level; Analysis of learning links and non-intelligence factors. Teachers in various disciplines classify the questions in the test paper according to knowledge, and count the gain-loss ratio of students at all levels in various knowledge categories. This is an analysis. Another analysis is to classify the content of test questions according to the ability of memory, understanding, application and analysis, and count the gain-loss ratio of students at all levels of ability. Finally, teachers of all disciplines conduct two-way quality analysis to find out the problems in teaching. Then, according to the requirements of the Academic Affairs Office and the data of two-way analysis, make a summary of teaching self-evaluation, write out the problems existing in the teaching process and the causes of the problems, and formulate corresponding measures. Students' self-analysis also adopts two-way analysis (more suitable for senior students): first, self-analysis and evaluation are carried out according to the five links of learning, namely preview, lecture, homework, review and summary; Secondly, according to the gains and losses of each subject, self-analysis and evaluation are carried out from the aspects of learning attitude, learning methods and time arrangement. Then fill in the comprehensive analysis table of test scores, find out the problems existing in the learning process and the causes of the problems, and formulate corresponding learning measures. (2) The procedures and contents of the school quality analysis meeting 1. Quality analysis of project leader 1. At the meeting, the leaders of the department or grade will make a speech on the examination situation and future measures of the department. (or the leader of the teaching and research group will speak at the meeting on the testing situation and follow-up measures of this discipline). The analysis of the teaching quality of the project leader includes the following aspects: (1) analysis of making teaching plans, (2) analysis of preparing lessons, (3) analysis of attending classes, (4) analysis of homework, (5) analysis of tutoring, (6) analysis of exams, (7) analysis of extracurricular activities, and (8) existing problems and improvement measures. When analyzing, we should use real language, accurate figures and scientific evaluation methods to analyze achievements and problems. This piece of content can also increase the class situation analysis report of individual class teachers. Second, the quality analysis of department directors is the main content of the examination quality analysis meeting. Mainly includes the following three aspects: 1. Analysis of this exam: carefully analyze the relevant data and print out the corresponding data and forms. 2. Teaching reflection: several questions can be raised, such as: how to improve students' learning efficiency; How to pay attention to key points and test sites; How to improve students' ability to master knowledge and so on. Pay attention to all kinds of students' problems: top students, critical students and potential students: pay attention to the problems in teachers' classroom teaching, and analyze the problems concretely. Measures to improve teaching: Measures should be specific, emphasizing operability and detectability. Students' psychological counseling and guidance on learning methods; Students, mentality, morale, etc. 3. The basic ideas of subject teaching in the future work direction are as follows: ① Strengthen research and make clear the direction. Grasp the curriculum standards, deeply understand and accurately grasp the concepts, concepts and contents of the new curriculum standards. In-depth study of curriculum standards, grasp the requirements of knowledge points and the goals to be achieved, and conscientiously complete the teaching tasks at all stages. (2) Pay attention to the foundation, be diligent and concise. In teaching, we should pay attention to the teaching and training of basic knowledge, and we can train strictly for many times to lay a solid foundation. (3) Strengthen training, check and fill gaps, and improve ability. (4) classified guidance, hierarchical counseling and individual counseling. Late teaching management. ① Strengthen the management of students' non-intelligence factors. Do a good job in the management of the three types of students, investigate the potential students in the class, understand the ideological situation of these students, understand the guidance of teachers, understand their problems and difficulties in study, life and psychology, and adopt strict educational management and meticulous ideological guidance to educate them. ② Improve school-based teaching and research and strengthen collective lesson preparation. ③ Do a good job in daily teaching management. (4) put forward the specific goals of each class and subject in the future (3) summarize the principals in charge. The teaching director works under the leadership of the principal in charge, and the quality analysis meeting is finally summarized by the principal in charge. Third, do a good job in relevant communication 1. Leaders talk to some teachers alone; Teachers exchange between grades and disciplines, guide and promote teachers' teaching work (before the meeting). 2. If necessary, we should hold a parent-teacher conference-instruct parents how to educate their children and ask for their opinions. To further improve the teaching effect through home-school cooperation. At the quality analysis meeting (after the meeting), the analysis of teaching quality focuses on the analysis process, self-knowledge and self-evaluation. Through the horizontal comparison and vertical quality tracking of test scores, we can find out the gaps and existing problems, take corresponding measures in time, strengthen teachers' sense of responsibility and quality, and try our best to improve the grades on the original basis. In the limited teaching time in the future, we should optimize teaching, improve teaching management, check leaks and fill vacancies, and improve teaching quality in an all-round way. Through such teaching quality analysis, the most prominent role is that every teacher can know himself in the process of analysis, thus changing his teaching concept and evaluating himself reasonably.