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How to do a good job in primary school mathematics test paper

First, make a detailed proposition plan.

Proposition planning is the first step to do a good job of examination paper proposition, which has great influence on the scientificity of proposition and the improvement of reliability and validity of mathematics examination. It includes:

1, the principle requirements of test paper preparation. Specifically explain the purpose and scope of the examination, the examination method and the examination questions.

2, the preparation of two-way breakdown. In the table, the distribution of test questions, the number of test contents in each part and the provisions of grading standards should be clearly written. Two-way subdivision programming procedures are:

First, list the teaching objectives. Advisors must carefully study the teaching objectives in the teacher's textbook. Understand what the teaching objectives are within the scope of this exam, what are the key and difficult points of each knowledge point, what knowledge points students must master and what students only need to know. Teachers should first know what they are doing.

Second, list the main points of teaching content. The number of details contained in a content point is determined subjectively by the proposition teacher, but it must be detailed enough to fully sample each part of the content and cover a wide range of knowledge.

Third, fill in the breakdown table. Prepare a table containing teaching objectives, teaching content and score distribution, and draw the relevant data of each knowledge point.

Second, determine the reasonable test questions "four degrees".

1, reliability. Refers to the consistency of test results, which reflects the degree to which test results are error-free.

2. effectiveness. It reflects whether the exam has successfully achieved its set goals, and it is an index to measure the effectiveness of the exam.

3. difficulty. It is an index to measure the difficulty of the exam. The calculation formula is: the average score of all students divided by the full score of the question. The ideal difficulty is generally between 0.3 and 0.8. The difficulty should be arranged in ascending order. Simple questions are put in the front, more complicated questions are put in the back, the types of filling in the blanks, selection, judgment and calculation are put in the front, and applied questions, open questions and expansion questions are put in the back.

4. Degree of discrimination. It is an index to distinguish the ability of test questions. D = the score rate of the 27% students with the highest score-the score rate of the 27% students with the lowest score. D > 0.40 is the best. The test questions with D < 0.20 should be eliminated.

Third, grasp the basic principles of the proposition.

1, basis and difference principle.

Fundamentality is the most important and essential attribute of primary and secondary education. The fields of primary school mathematics knowledge include: number and algebra, space and graphics, statistics and probability, practice and comprehensive application. Number and calculation, quantity and measurement, percentage, ratio and proportion, application problems, basic knowledge of algebra, basic knowledge of geometry and basic knowledge of statistics all contain the core of primary school mathematics. The proposition should focus on the basic requirements, and the proposition of basic knowledge and ability should be concise and not omitted.

In reality, there is work, avoiding mechanical training, no problem, no deviation, no strange questions, giving boring basic knowledge to learn fresh humanistic feelings.

Because students' cognitive level is different, it is a new idea of mathematics teaching reform to ask students to choose different topics from the same set of exercises or set additional questions on the test paper, so that different people can get different development in mathematics. Mathematics teaching must teach students in accordance with their aptitude. We should pay attention to underachievers, ordinary students and outstanding students to meet different development. Only in this way can we protect students' enthusiasm, publicize students' personality and show students' mathematical ability at different levels. The unit test papers in our city are all in the form of intellectual surfing to meet the students who have spare capacity for learning.

2. The principle of comprehensiveness. From the perspective of students' all-round development, this principle should include three aspects: basic knowledge inspection, ability inspection and study habit inspection. It is inevitable to investigate the basic knowledge in the proposition. Ability inspection is the requirement of quality education and the guide and baton of future teaching. What needs to be clear here is that the investigation of ability does not represent a problem. The problem of ability should be lively, not difficult, and focus on the flexible use of knowledge. The cultivation of study habits is the weak link at present, such as whether students' writing is standardized, whether papers are clean and tidy, and the habit of using drafts and checking calculations, which should be reflected in future propositions.

3. Scientific principles. The proposition is scientific and accurate, without any intellectual mistakes. Concise and professional expression, highlighting the theme characteristics. The answer is accurate. If you are not sure about the controversial proposition, you would rather not come out. It should be adapted to students' age characteristics, cognitive level and life experience. It is necessary to make clear the answer requirements of each test question so that all students can understand and complete the content of the test questions. Avoid vague and abstruse words and complex sentence patterns. If it is unavoidable, explain it clearly. Enhance the clarity of information presentation.

4. Guiding principles. In order to consolidate mathematical knowledge, traditional mathematical exercises are often highly processed on the prototype of a real problem, thus widening the distance from real life. Students have no experience in this field and are bored with this kind of problem. When designing exercises, we should not confine ourselves to books. It is necessary to look around the students, or even let them find it themselves, and adapt some realistic topics into innovative ones. Through the baton of proposition, we can lead mathematics teaching to attach importance to double basics, cultivate interest and ability, and improve teaching quality in an all-round way. In particular, it is necessary to combine the actual situation of students to make propositions, so as to urge students to love mathematics, like mathematics and be eager to learn mathematics.

5. The principle of development. The proposition of developmental evaluation examination reform should focus on the development of students. Proposition should arouse students' subjective consciousness, stimulate their initiative and creativity, and provide students with room for development. We should pay attention to the individual differences of students, the development of students and the development of each student, and build an open proposition examination system.

A, pay attention to the openness of students' thinking.

Traditional test questions pay more attention to the reproduction of memory knowledge, and less thinking content, ignoring the detection of teaching methods and processes. The higher the frequency of using such questions, the lower the students' ability. 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.

The proposition of the test paper should make students think about the problem from multiple angles, seek strategies to solve the problem, and reflect different solutions of different students. This kind of propositional thinking is exactly what the new curriculum needs.

Example 1: What number can be obtained by adding, subtracting, multiplying and dividing the four numbers "2, 3, 6 and 4"? (the first volume of grade two)

Analysis: This is a relatively open calculation problem, which is a unit test after students learn division in the table. Students can think from various angles:16÷ 2 = 33+3 = 66× 4 = 24; ②6×4=24

3-2= 1 24× 1=24; ③3×6= 18 18+2=20 20+4=24; ④6+4= 10 10-2=8 8×3=24; ⑤3×4= 12 2×6= 12

12+ 12=24, the students came up with five methods, which not only consolidated the basic knowledge of the four operations of addition, subtraction, multiplication and division, but also improved the students' thinking and provided them with good exploration opportunities.

Example 2:( 1) Request the area of triangle in the graph. (2) Can you draw some triangles with the same area as the figure? Please have a try. (the first volume of the fifth grade)

Analysis: the first question, most students can calculate the area of the triangle in the picture according to the triangle area formula, and the answer is unique. But in the second question, students are more open-minded and pay attention to the openness of thinking. If students want to draw a triangle with the same area as the figure, they must first calculate the area of the original figure, and then draw it according to the base × height = 12. This condition is a unified standard. As long as this condition is met, students can draw three triangles. Even ten or twenty, the purpose is to examine students' spatial ability, practical ability and innovative thinking. It gives students the openness of thinking, so that different students have different ways of thinking, which can be a plan or a variety. Some students are not limited to one method, but like to try to solve problems creatively in various ways, so that students at different levels can see their progress, improve their thinking, feel the joy of success and stimulate their learning motivation.

B, show the formation process of knowledge.

Mathematical knowledge should not only include some ready-made mathematical results, but also include the formation process of these results. Through this process, students can initially understand how a mathematical problem is raised, how a mathematical concept is formed, and how a mathematical conclusion is obtained and applied. They should learn mathematics in the process full of exploration, feel the joy of mathematical discovery, enhance their confidence in learning mathematics well, and form their sense of application and innovation, so as to achieve the purpose of quality education. Therefore, our test paper proposition should fully reflect the formation process of students' knowledge.

Example 3: The first volume of Grade 2: Can you make a multiplication formula according to the formula "262"? Can you draw its meaning with a picture?

Analysis: This test attempts to help students understand the origin and meaning of the formula through the combination of formulas, formulas and graphs, so that students can not only know that "262" stands for 2×6= 12, but also express its meaning with a picture. Such a test paper proposition not only teaches students mathematical knowledge, but also reveals and grasps the formation process of knowledge and skills.