Analysis of the final examination paper of mathematics in the second grade of primary school

Analysis of the final examination paper of the second grade mathematics in primary school 1 The proposition content of this mathematics examination paper is comprehensive, basic and slightly changed, which can not only test students' basic knowledge and ability, but also examine students' flexible adaptability. The proposition of this math test paper is close to real life, and it is a good test paper for students to connect math knowledge with real life.

First, the basic statistics of the exam.

On Tuesday (1) and Tuesday (2)***, 120 people took the exam. The average grade of Class Two (1) is 92.7 1, the passing rate is 100%, and the excellent rate is 79%, ranking first in the grade. (2) The average grade is 89.07, the passing rate is 100%, and the excellent rate is 6 1%, ranking third in the grade.

2. Test paper analysis

There are six big questions in this exam, including what I learned in the second volume of Senior Two. There are various types of questions, covering a wide range, including calculation, filling in the blanks, selection, judgment, measurement, statistics and problem solving, which embodies the teaching objectives of the new curriculum and double basics. From the surface of the paper, students' handwriting is neat, writing is very serious, and the basic knowledge is relatively solid.

1, the oral calculation part is the simplest step in addition, subtraction, multiplication and division. Examining the students' verbal ability, the students did better on the questions, and 80% were right.

2. Fill in the blanks: Questions 4, 8 and 9 are easy to make mistakes. Question 4: Find the second questions 650, (630), 680, 695, (7 10). Some students don't know that it is 15 every time. The eighth question is to examine the formulas related to 5 and 7. The mistake in the ninth question is that some students are not careful and have not calculated carefully.

3. Choice of the third topic: In the sub-topic 1 of this topic, most students understand that the podium is wrong because they don't understand it. The fourth sub-question is whose home is near. Some students have low scores because they don't understand.

4. the judgment of the fourth big question: the fourth small question is the most wrong, followed by the fifth small question. The reason why the fourth question is wrong is that students think that sawing off a corner may be three corners, but they make mistakes without considering the situation of five corners. The fifth problem is that if you draw a line, you will add two right angles. In this question, the students didn't consider that if you draw at will, it may not be a right angle.

The fifth question is to complete the following questions as required: the third question is that small animals find food to know the direction, and some students still don't have a good grasp of the method, and they don't strictly follow the steps required by the teacher, which leads to mistakes. The fourth problem with vertical calculation is the most basic knowledge, which students have trained more and mastered better. Under the usual practice formula, there is a big gap left by students, so using vertical calculation can cultivate students' ability of reading, hands-on and independent thinking. Some careless students misread the addition and subtraction symbols, and some misread the numbers, resulting in wrong answers.

The sixth problem is to solve the problem. There are many mistakes in the second and third small questions: when talking about this part of the content, the students mastered it better, but during the exam, the students were not careful, did not carefully examine the questions, and made mistakes.

This proposition endows the exercises in some textbooks with realistic themes, and changes the traditional "middle school mathematics in books" into "middle school mathematics in life", so that students can feel the significance and role of book knowledge learning in the process of solving practical problems and appreciate the wide application value of mathematics. For example, in the third item of the eighth question, there are 42 students in four classes in grade two in bright primary school and four classes in grade two in xinhua primary school 1 person. This question consists of two steps, a small number of students are not serious, and the last step is to add. The second question, a small number of students failed to pass the calculation and made mistakes.

Four. Achievements and experience

1, good study habits.

Judging from the examination papers of the whole grade, 90% of the handwriting is neat, standardized and beautiful, and there is no scribbling phenomenon, which shows that most students have good daily writing habits and serious attitudes, which lays a foundation and provides guarantee for future study. However, it cannot be ruled out that individual students have scrawled handwriting.

2. Students have strong computing ability. Oral calculation and written calculation are the focus of second grade study, and they are also the simplest and most error-prone contents that students think. 90% of the students got full marks in the oral and written calculation of the test paper design, which shows that the usual training is in place and the students' classroom exercises are of good quality and quantity.

3. Students' ability to analyze and solve problems has been greatly improved. Students with multiple-choice questions and true-false questions have learned to analyze first and then solve them with examples. Application problems can be closely linked with life, and the knowledge learned can be applied to real life.

Problems and reasons of verb (abbreviation of verb);

(1) Students' ability to read, check, analyze and solve problems needs to be improved. Therefore, applying knowledge to solve problems loses a lot of points.

(2) Students don't develop good inspection habits, and some students lose points because of careless copying or misreading numbers and operation symbols.

(3) Students' thinking is seriously influenced by stereotypes.

Specifically, the relatively simple questions similar to the examples have a higher correct rate, and the answers to the relatively unfamiliar questions are not ideal, such as (8) in the fill-in-the-blank questions and (4) and (5) in the true-false questions, and the problems cannot be carefully analyzed.

(5) Students' comprehensive application of knowledge and their ability of analysis and judgment are poor.

Measures to improve intransitive verbs;

(1) Cultivate students' good habit of solving problems. Reduce the phenomenon that students are not careful in examining questions, misread symbols, miss writing questions, and the test paper reflects the writing results due to bad study habits. (2) Strengthen calculation training, practice oral calculation 3 minutes before class, and give priority to calculation in homework. At the same time, cultivate students' estimation consciousness to improve their computing ability.

(3) Cultivate students' cooperative habits, create opportunities for students, leave enough time and space for cooperation and exchange, give full play to the potential of cooperation, let students dare to express their opinions and really give them the initiative to learn.

(4) Strengthen the guidance of underachievers. Ask more questions in class, always let them answer some simple questions first, give more guidance, praise more and criticize less after class. Try to look at the homework face to face, give timely guidance when problems are found, give timely encouragement to their little progress, cultivate their interest in learning and establish their self-confidence in learning.

(5) Strengthen the cultivation of students' ability, especially the ability of hands-on operation, and the ability to seriously analyze and solve problems, so that students can read more questions, examine questions and analyze quantitative relations.

(6) Cultivate students' good study habits, including the habit of carefully examining questions, carefully examining questions and carefully checking.

(7) Strengthen contact with parents, communicate in time and make joint efforts, especially the parents of students with learning difficulties, get in touch in time, understand the performance of students at school and at home, and teach parents some correct methods to guide their children's learning when necessary.

(8) Strengthen teaching and research activities, exchange good teaching methods and experiences with each other, and apply them to their own teaching classroom practice, so as to improve the effectiveness of their classroom teaching.

(9) Pay attention to the teaching of basic arithmetic and basic concepts. In teaching, we should reduce mechanical and monotonous repetitive training, and design multi-level variant training to improve students' correct and comprehensive understanding of concepts. Reduce students' loss of points caused by incorrect or one-sided understanding of concepts.

(10), pay attention to students' learning process, and let students have the opportunity to experience mathematics. Provide students with the opportunity to "do" mathematics, so that students can experience mathematics and experience mathematics in the learning process. Mathematics learning, especially the learning of new concepts and methods, should provide specific situations for students to experience mathematics in actual operation, arrangement, analysis and exploration.

(1 1), giving students time to think. Good classroom teaching should be thoughtful, and students should have more room for thinking. The effect of learning ultimately depends on whether students really participate in learning activities and think positively. The teacher's responsibility is more to provide students with opportunities to think and leave students with time and space to think.

Analysis of the examination paper for the final examination of mathematics in the second grade of primary school 2- 1: Analysis of test questions

Most of the content of this final exam is usually practiced. Generally speaking, the test questions are relatively simple. Judging from the students' answers, more than 90% of the students' handwriting is neat, standardized and clean. Judging from the answers, most students have learned the basic knowledge fairly solidly. The completion is good, but there are also some problems, the specific analysis is as follows:

First, the basic knowledge and application

1. Look at pinyin and write words.

This topic mainly examines students' mastery of pinyin and words. Most students who use common words can spell skillfully. Although some words that are easy to make mistakes have been emphasized many times, and students know where they are wrong, they are still wrong in writing, and they have not practiced enough and are not solid enough. Some students can't write clearly

"Easy" is written as "happy" and "lucky" is written as "strange" strange "warm" playground "field".

2, compare, and then form words. "Hugh" and "aspect" are not serious, and they are written wrong.

Step 3 write antonyms

Security-() Complex-()

It's a little difficult, I can't write,

4. Write synonyms of the following words.

Especially-() beautiful-()

Individual students can't learn, which is a bit difficult. They can't write if they don't study.

5. Vocabulary accumulation

Individual students' writing is not standardized. You often emphasize those words that are easy to make mistakes, but he is still wrong, that is, he has not practiced much and is not solid enough, and other students have done well.

6. I will choose

Few students want to scribble at all. There is a mistake in copying words

7. Write this sentence as it is. This sentence is wrong.

8. Fill in ancient poems, someone is wrong.

Second, reading comprehension.

Please read the following paragraph before answering this question. Better completion. Only a few students make mistakes in the number of natural paragraphs and fill in quantifiers.

Third, look at the picture and write.

The content is still complete, but the words I haven't learned are wrong, and the punctuation marks are wrong, mainly because I don't know where to add symbols.

Second, the improvement measures

After analyzing the students' answers, I found the problems in the previous stage of teaching. In view of the above problems, I think I should try my best to do the following in the future teaching:

1. We should constantly consolidate and practice what we have learned before, and try our best to make new knowledge and old knowledge complement each other.

2. In the usual teaching, students should be helped to develop good habits such as writing, reading, listening, thinking and hands-on, and develop good Chinese learning habits.

3. In the usual teaching, we should pay attention to the accumulation of knowledge, expand students' knowledge and increase students' reading. In teaching, we should pay attention to cultivating students' reading interest consciously and leave enough reading time for students in class.

4. To carry out the "one gang, one red" pairing activities in the class, and reasonably carry out the work of "cultivating the superior and making up the inferior". Fully tap the potential of students, and let the small teachers in the class take the initiative to undertake the tutoring work of a student with learning difficulties after class.

5. We should make great efforts in the teaching of writing, teach students how to write and use pens, and strictly require students to master the posture of writing, so as to write correctly, accurately and beautifully.

Analysis of the final examination paper of the second grade mathematics in primary school 3. The teaching work of this semester has ended. Examination is a test for students and a summary of teachers' work gains and losses. The following is my brief analysis of the test paper:

First, the test analysis:

Generally speaking, the content of this exam is relatively simple, and the exam focuses on the application of basic knowledge, covering a wide range. In addition to the length unit in mathematics and the arrangement and combination in wide angle, other knowledge points such as the addition and subtraction of two digits, the preliminary understanding of multiplication and the formula, angle, symmetrical figure and statistics of multiplication in the table. It is all about examination, especially calculation, which tests students' ability of calculation, understanding, observation and operation. It highlights the characteristics of the subject and embodies the spirit of mathematics curriculum standards.

(1) Strengthen the knowledge system and highlight the main contents.

The level of students' basic knowledge and skills is related to the future development of various abilities. This exam is based on basic knowledge, which not only pays attention to comprehensiveness, highlights key points, but also ensures a high proportion of main knowledge. The key content of this volume-addition, subtraction, multiplication and division within100, has been extensively examined in the form of oral calculation, written calculation, size comparison and problem solving.

(2) Close to the reality of life, reflecting the application value. "Everyone learns valuable mathematics" is a basic idea of the new curriculum standard. According to the requirements of the new curriculum standard, this test puts forward the theme from students' familiar life, makes boring knowledge live and situational, and lets students experience and feel the necessity, practicability and application value of learning mathematics knowledge through solving problems.

(3) Pay attention to the examination of various abilities. Through different mathematical knowledge carriers, this test comprehensively examines students' computing ability, computing ability, observation ability and judgment ability, as well as their ability to use knowledge to solve life problems. Such as column vertical calculation, statistics, drawing symmetrical figures, adding line segments and adding three right angles.

(4) Skillfully set open topics to show individual thinking. This exam pays attention to the infiltration of open consciousness, such as "draw a symmetrical figure on a square paper" and "what other math questions can you ask" in statistics, so as to encourage students to show their way of thinking.

Second, the examination paper analysis;

1, score analysis: in this exam, 84 students in my class took part in the assessment, with full marks of 14, 9 students below 90, passing rate of 100%, excellent rate of 72.62% and average score of 95.5 1. The low score greatly improved our average score. Judging from the score of the paper, the overall score is good, which is mainly reflected in the following aspects: (1) The basic knowledge is solid, and certain basic skills have been formed. (2) Strong ability to solve problems with mathematical knowledge. (3) Have good writing habits. This test paper, except for a few students, is written neatly by most students, and the surface of the paper is also neat.

2. Shortcomings in the examination paper: Judging from some questions, teachers pay less attention to aspects, and the phenomenon of losing points is still serious. Mainly reflected in: (1) calculation is still not enough, especially in the written calculation, 40 people lost points to varying degrees. Perhaps in the late review period, the focus is on the flexible use of knowledge, the understanding and operation of concepts, and the calculation only emphasizes methods, without insisting on daily inspection. (2) Students' understanding ability to solve problems is still lacking. Although many types of problems are explained, students' analytical ability and the ability to draw inferences from others are still problematic. Reflecting on the reasons for losing points may be that students usually have more problems in one-step calculation, fixed thinking patterns, and lack of care and patience, which leads to losing points. In the future teaching, we should pay attention to improving from these aspects.

Third, take measures.

1, continue to strengthen basic knowledge and basic exercises in place, and practice various trainings.

2. Strengthen students' reading comprehension. Judging from the overall situation of the examination, we should also pay attention to students' ability to examine questions and understand them in the usual teaching. In the usual training, consciously change all kinds of questions, so that students can achieve mastery. Avoid learning to die.

3. Further strengthen the cultivation of students' good study habits such as concentration and careful inspection.

4. Pay attention to the situation of underachievers. Reflect on the learning style and thinking mode of the disadvantaged groups among students, and make good contact between home and school.

5. Teachers should deeply reflect on students' learning style, flexibility of thinking, and the gap between life and ability to do mathematics from the mistakes in answering questions, so as to teach students in accordance with their aptitude.

With the deepening of curriculum reform, the form and content of examination evaluation are also changing correspondingly, which highlights the concern for students' practical ability and problem-solving ability with practice; In terms of development, actively seek the diversity of presentation forms of test questions and increase the examination of mathematics knowledge related to real life. Specifically, the number of questions in this proposition is large and the questions are trivial and flexible. We should not only examine students' basic knowledge, oral and written calculation ability, but also examine students' ability to observe, analyze and solve problems and their hands-on ability, as well as their habit of carefully examining and answering questions.

The analysis of the score rate and loss points of candidates in the examination paper is divided into six major questions:

First, fill in. ***9 small questions. The most mistakes are questions 7 and 9. These two questions are to test students' mastery of "discovering the law" and "doubling" knowledge. The reason for the mistakes is that some students are not flexible in mastering knowledge and are not solid in learning.

Second, judge. ***5 small questions. The most mistakes are 1, 2 questions. These two questions are to examine students' knowledge of "quality unit" and "remainder". The reason for the mistakes is that some students are not flexible in mastering knowledge and are not solid in learning.

Third, write the number directly. *** 16 minor problem. Most students can do it right.

Fourth, practice. Most students can do it right.

5. statistics. 3 individual students ask wrong questions and the language organization is unreasonable.

Sixth, solve the problem. ***5 small questions. They are all very simple, and the answers are better.

Existing problems:

1, it is not enough for teachers to guide students to use mathematics knowledge flexibly to solve problems.

2. Students don't understand the quantitative relationship thoroughly.

3. Teachers instruct students how to analyze problems, but there are still shortcomings in cultivating students' good habits of reading and examining questions carefully.

4. The study habits of eugenics are not very good, and they have not played their own level.

Improvement measures:

In the future teaching, we should pay special attention to the transfer of knowledge, teach students the methods of analyzing problems, let them know how to be flexible, use what they have learned flexibly to solve problems, and cultivate their analytical, reasoning and logical abilities. Usually, the design of exercises is more training to distract students' thinking. In addition, it is necessary to strengthen the guidance of underachievers and make the whole class develop in a balanced way.