Analysis of the Final Examination Paper of Mathematics in the Fourth Grade of Primary School (1)
First, the basic situation analysis
This math test paper has various forms and comprehensive contents, which is in line with students' cognitive level. On the whole, this exam is moderately difficult, focusing on the basics, the content is closely related to the actual life, and it is interesting, practical and innovative. Highlight the foundation, popularization and development of mathematics curriculum, and make mathematics education face all students. Now, this paper will be briefly analyzed.
Second, the examination paper analysis
Mathematics examination paper is divided into five major questions: calculation, basic knowledge, practical operation and problem solving. There are 74 students in our two classes who took the exam. I made the following analysis of their grades: 4 students 100, 49 students 90+* *, 20 students 80+* *, and 4 students 70-79 * *. I have made the following statistics on their average score, passing rate and excellent rate: the excellent rate is 75%. The highest score is 100 and the lowest score is 82.5. The average score of Class Two is 90. Pass rate 100%, excellent rate 56%, highest score 100. Judging from these statistical indicators, the effect is good and meets my expectations. I counted the gains and losses of the major questions.
1. Students' ability to analyze problems is not strong. The most serious loss of points is the application of four questions, 1. This is a meeting question, and the other is five questions. Usually there are many questions of this type, but this time I feel that it is not easy for students to see the meaning of the questions and ignore the meaning of solving them. Most of them write about taking temperature every two hours, when the temperature will keep rising and so on. According to our practice, we should not make mistakes. I haven't practiced the problem of time. This is my fault, too. In addition, because students' ability to analyze problems is not strong, they can't understand the meaning of the questions well, so they lose more points. Many students have no idea what they are looking for. They can correctly use quantitative relations, but their ability to analyze and solve problems is not enough. I think I should focus on this aspect in teaching, so that our students can get high marks and high energy.
2. Fill in the blanks of basic knowledge In this part, most students have played their normal level, which is obviously improved than before, which is inseparable from the usual classroom training. But some students don't understand the concept deeply. Don't understand mistakes when answering fill-in-the-blank questions and true-false questions. For example, a big topic has eight small questions, all of which are for regular units. There are many mistakes. One is that you don't read the questions carefully, and the other is that you have practiced for more than 23 people, and all four of them can't respond to the students with poor foundation. In the future, such problems should be explained separately to attract attention.
3. The calculation is very ideal, the basic knowledge is grasped tightly and steadily in the usual teaching, and the knowledge that students should master is trained in place. There are only a few mistakes in oral calculation in the whole class, and there are few mistakes in calculation in the two classes. I am particularly satisfied with this part, which is related to the high requirements of practice at ordinary times. Do it when I ask students to calculate? Step by step? Don't make the final account. Most students have a firm grasp of the knowledge points of this book, but only a few students have problems and their computing ability needs to be improved.
Third, improvement measures:
Judging from the direction of the examination paper, I think we can improve teaching in the following aspects:
1. Cultivate students' good study habits. Some students have problems with some simple fill-in-the-blank questions and judgment questions. It's not that they really can't do it, but that some students are not careful and impetuous. This is a common problem in all classes, so I think the most important thing is to cultivate students' good study habits such as seriousness, carefulness, neat handwriting and independent inspection.
2. After passing the exam, I found a seemingly simple problem. Many students made mistakes, and I sometimes blame them. But when I think about it carefully, the problem lies not in the students, but in my deviation in academic grasp, and I overestimate the students' ability. This is my weakness in teaching. I will try to overcome this problem in the future.
3, based on teaching materials, 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.
4. Practice should be targeted at ordinary times. Don't let students do general questions, and try to make gifted students eat well. Ordinary students are full, and students with learning difficulties eat, which not only wastes time, but also has a good effect.
5. Pay attention to students' learning process, and don't rush for success. In teaching, it is necessary to cultivate students' ability to examine and analyze problems anytime and anywhere, master certain problem-solving skills and methods, especially to develop the good habit of checking and strengthen students' divergent thinking ability.
Through the analysis of the test questions in front, in the future teaching, I should not only master the knowledge system and be familiar with the coverage of knowledge points, but also seriously study the new curriculum ideas, understand and study the teaching materials, and find the combination point of knowledge and ideas in the teaching materials and the embedding point of mathematical ideas and methods. With the help of teaching means and methods, students can infiltrate, understand and master mathematical ideas and methods imperceptibly in the teaching of mathematical knowledge, so as to achieve the ultimate goal of learning and applying mathematics. Achievements represent the past, and experience is summed up in time. I will work harder in the future.
Analysis of the Final Examination Paper of Mathematics in the Fourth Grade of Primary School (Ⅱ)
This math final exam makes the following analysis on the test paper proposition and students' test paper:
First, the scope of the test paper is comprehensive and the difficulty is moderate, which can truly reflect the students' actual mastery and learning level of mathematics knowledge. On paper, it can be roughly divided into two categories. The first category is basic knowledge (60 points), oral calculation, fill in the blanks, column longitudinal calculation, recursive equation calculation and problem-solving detection. The second category is comprehensive application (40 points), 1 is operation and analysis, and 2 is tabular calculation. The proportion of questions is reasonable. From the direction of this proposition, there are three bright spots: the first bright spot: the test of self-study and transfer ability, the comprehensive application of two columns of formulas to calculate the numbers expressed by letters in 7 questions, requiring students to deal with them flexibly; The second highlight: solving problems in life with mathematics, reflecting the value of learning mathematics and the charm of thinking about mathematics. The comprehensive application of the first question and the fifth question shows the role of experience and accumulation in learning mathematics. The third highlight: cleverly set open questions and show individual thinking. This exam pays attention to the infiltration of open consciousness, and sets questions to think and solve problems from different angles in the comprehensive application of binary calculation, encouraging students to show their own way of thinking and problem-solving strategies.
Second, the basic tests for students are as follows:
Disadvantages of the test paper: the average score is 80.6, and the high score is low. Judging from some types of questions, teachers pay less attention to aspects, and the loss of points is still serious. Mainly reflected in:
1. The situation of filling in the blanks in the basic skills is poor, and the students in the middle and lower grades lose points seriously, with a deduction of about 10. For example, the fourth question in the fill-in-the-blank question is a variant of quotient invariance.
2. The third problem is that the operation and analysis error rate of drawing is high, mainly because students understand the truth, but their expression is not clear.
3. Students' reading ability. Reading and analyzing the meaning of questions by yourself is an indispensable ability. Many students clearly know how to do the problem, but they lose points because of lack of this ability.
4. After the students finished, the inspection was not serious enough.
In the future teaching, we should pay attention to improving from these aspects.
Analysis of the Final Examination Paper of Mathematics in the Fourth Grade of Primary School (3)
First, the proposition idea
In this final exam, the guiding ideology of the test paper proposition is based on the curriculum standard experimental teaching materials, closely following the new curriculum concept, examining students' double basics, thinking and problem-solving ability from four aspects: concept, calculation, drawing and application, and comprehensively examining students' comprehensive learning ability. Comprehensively investigate students' mastery of basic knowledge, the formation of basic skills and their flexible application ability of mathematical knowledge in teaching materials. It embodies the basic ideas and thoughts of mathematics curriculum standards. The test questions are impartial, not difficult and unfamiliar. They are closely related to students' real life, which increases their flexibility, tests their real grades and levels, and enhances their interest and confidence in learning and using mathematics. It has played a guiding role in teachers' teaching work and better promoted the improvement of mathematics teaching quality in our school. Second, the examination results and analysis.
(1) General situation
Students in the whole grade * * 152. The full score of the test paper is 100, and the average score of candidates in the whole town is 8 1.7, the passing rate is 96. 1%, and the excellent rate is 24.3%. In order to further analyze students' answers accurately and scientifically, we analyze the whole math test paper:
(2) Analysis:
In this exam, the average score of the two classes is only 0.5, which has achieved the expected effect, but there is still a big gap from our overall requirements. The main reasons are as follows:
(1) Classroom teaching is inefficient.
First of all, teachers' professional level and ability need to be further strengthened. Usually, because they are all in school posts, they are busy with some routine work, and it is the first time to teach grade four, so they can't understand the teaching materials and can't grasp the key points, difficulties and emphases of teaching.
Second, teachers' own quality needs to be improved. Teachers' language in the classroom is not refined enough, and their ability to organize classroom teaching is somewhat weak. The above factors lead to the inefficiency of classroom teaching, especially if the newly taught content is not correctly and clearly structured in students' minds for the first time, even if it is repeatedly "fried" in the future, it is difficult to achieve obvious results.
(2) Ignoring the cultivation of study habits.
In this test, I found that many students lost points because of some simple calculations and some simple questions, and some made mistakes because they didn't have the habit of reviewing questions. It can be seen that good study habits are the guarantee of students' success in learning.
Second, the analysis of the reasons for students' losing points.
1, sloppy and indecent.
The correct rate of the calculation part is still relatively high, which shows that teachers can usually train with accurate calculation, but there are still problems in the multiplication of two digits and the division of three digits, so we should strengthen this training in future training.
2. Reading questions are not serious
The second question, measuring, drawing and filling, draws parallel lines and vertical lines of known straight lines through point A respectively. Students draw parallel lines in the first picture and vertical lines in the second picture. Students don't look at the questions carefully, which leads to misunderstanding of the meaning of the questions.
3. Students lack comprehensive ability training.
In this paper, students find that the error rate of some problems in the law is high, and their understanding of the law is not deep, so their comprehensive application ability is poor. It is still difficult for middle school students to solve the application problem of three-step calculation method.
Thirdly, some thoughts and suggestions on current mathematics teaching.
(A) to improve the quality of classroom teaching
1, play the role of collective lesson preparation. Preparing lessons is the premise of a good class. Giving full play to the strength of teachers in preparing lessons can make up for the lack of teachers' ability to study textbooks, analyze and discuss textbooks and accurately grasp textbooks.
2. Create vivid and concrete situations. Teachers should make full use of students' life experience according to their age and thinking characteristics, design vivid, interesting and intuitive mathematics teaching activities, stimulate students' interest in learning, and let students understand and know mathematics knowledge in vivid and concrete situations.
3. Pay attention to the process of knowledge acquisition. The study of any new knowledge should strive to make students fully aware of it through operation, practice, exploration and other activities in the first teaching, and acquire knowledge and form ability in the process of experiencing and understanding the generation and formation of knowledge. Only in this way can they truly acquire their own "flexible" knowledge, so as to draw inferences from others and apply them flexibly.
4. Improve the quality of teachers' classroom teaching. In order to achieve the ideal classroom teaching effect, teachers should not only prepare lessons well, but also have a variety of classroom teaching arts. Including the art of organizing teaching, inspiring and guiding, cooperation and communication, praise and encouragement, language, writing on the blackboard, practicing design and dynamic regulation, etc.
5. Insist on writing teaching reflection seriously. Self-reflection is the only way for teachers' professional growth. Mathematics teachers should often reflect on their own gains and losses in teaching, analyze the reasons for failure, seek improvement measures and countermeasures, sum up successful experiences, and write teaching cases and experience papers, so as to improve the quality and level of their classroom teaching more quickly and become an excellent primary school mathematics teacher as soon as possible.
(2) Strengthen the cultivation of study habits and strategies.
The teaching content of the new textbook is more demanding and flexible than the previous textbook, and it is impossible to solve the problem only by a lot of mechanical repeated training. On the one hand, teachers should carefully select and write flexible targeted exercises, developmental exercises and comprehensive exercises, and consciously guide students to collect information, process information, analyze and solve problems, so as to cultivate students' good learning methods and habits. Such as: the habit of independent thinking, the habit of reading and examining questions carefully, and so on.
(3) Pay attention to the disadvantaged groups among students.
How to make up for the mistakes of underachievers is a realistic problem that every math teacher urgently needs to solve. Teachers should do the following work from the perspective of "people-oriented": adhere to the combination of "reinforcing the heart" and making up lessons, communicate with students more, and eliminate students' psychological obstacles; Help them form good study habits; Strengthen method guidance; Strictly require students to start with the most basic knowledge; According to students' differences, hierarchical teaching is carried out; Strive to maximize the development of each student on the original basis.