First, fill in the blanks wrong analysis
Fill in the blanks total **** there are nine small questions, 1, 3, 5, 7, 8, 9 correct rate is very high, 2, 4, 6 questions error rate is relatively high.
1, the second sub-question examines the content of the third unit of observation of objects, the second empty individual students fill in the left side, the answer there is not standardized, because this unit is only examined in front of the right side and above the figure seen, although in the look at the classroom has been emphasized but there are still some people according to the habit of going to answer.
2, the 4th question there is no serious reading of the answer is not standardized, some students read the question of the first empty read into a few digits, the second read into which one. In addition, in the classroom, repeatedly emphasized, a few digits to be capitalized or individual students with lowercase or write on the second digit.
3, the sixth sub-question of the test is the law of constant quotient, the students read the question know that the injury is unchanged, but the remainder should be changed, but in the fill in the blanks, but forgot to expand the remainder by 10 times. This reflects the students' understanding of the law of constant quotient is still insufficient.
Second, judgment questions wrong analysis
Judgment questions total **** there are five questions 1245 correct rate is very high, but the third question error rate is relatively high, the third question examines the simple cycle of the practical activities of this section of the knowledge. Many students in finding the number of regular cycles, there is no habit of moving the pen to circle out, resulting in calculation errors in the calculation, and individual students do not have a thorough understanding of the calculated remainder, resulting in errors in judgment.
Third, select the wrong analysis
Select the total **** there are five subtopics 1234 correct rate is very high, most of the students are wrong in the fifth subtopic fifth subtopic examination is three digits divided by two digits of this part of the knowledge, this question is specifically examined in the vertical formula, the quotient with the significance of the product of the divisor on behalf of individual students, because of the forgetfulness of the knowledge, but also because at the time of initial learning, the knowledge is not well understood. The question was not answered by the students, but by the students who had not understood the question thoroughly.
Fourth, the calculation of the wrong analysis
The calculation of the problem is divided into two sub-topics the first for the oral calculation of the problem of the second for the vertical formula, and check the calculation of the problem.
1, in the oral problems, most students can get full marks, there are individual students, because the knowledge base is weak, even the most basic oral methods have not mastered firmly, so the error rate is very high.
2, the second problem is not serious reading many students did not find the title of the requirements of the five-pointed star with the check, but some students did not see the requirements of the title, resulting in the loss of half of the points.
V. Practical problems wrong analysis
The problem belongs to the hands-on problems, most students know that the observation of what they see is what graphics, but in the process of drawing the pen does not standardize the operation, do not use a ruler, do not use a pencil to do the figure. There are individual students in class, mastery of knowledge is not solid drawing of the figure, only a framework, rather than a specific small square composition of the figure.
Six, solve the problem wrong analysis
Solve the problem of the total **** there are four subtopics two correct rate is relatively high, the other topics have corresponding problems.
1, the first question is a question in our book exactly the same, but still some students did not do this question in the reading of the question for the quantitative relationship is not a thorough understanding of the reading of the question is not serious, there is a part of the students are in the calculation of the error, did not carry out a timely test.
2, the third question is a back and forth question, previously in the practice of a few back and forth this kind of questions, many students do not understand or did not pay attention to, only a simple calculation step on the end of this question. I asked a few students who got it wrong, and some of them said they didn't understand what a few round trips meant. There are individual students said to do wrong because they did not read the question carefully, so most of the reasons why this question is wrong is because in the reading of the question is not carefully screening conditions, not seriously to write out the quantitative relationship, study habits is the main problem.
3, the fourth question examined is the knowledge of statistical charts and statistical tables, in this part of the knowledge inside the loss of points, most of them are because of the small details above did not pay attention to, such as statistical charts in the year and month is not labeled, bar charts should be written at the top of the number after drawing. The fourth question is a free play question, what can you know from the statistical graph? Many students can not stick to the statistical chart to write their own conclusions, but how to write how they want to write or not clearly expressed, so this question in the classroom to focus on the explanation, and also reminded the students can imitate the above two and three questions to write their own conclusions.
Through the analysis of the whole paper, I also carried out self-reflection:
1, in the classroom to emphasize the details and each detail of the speech, let the students in each other to deepen the impression or when the students come up to the performance board, let the students to do the commentator to say, he said that this problem exists in the question to strengthen the details.
2, pay attention to cultivate students' habit of answering questions, so that students must learn to write. Encounter difficult problems, know to move the pen to write down the known conditions, and then go to analyze the connection between the conditions, do not give up easily.
3, at the same time emphasize the skills of answering questions, encountering problems can be marked first to do the questions will be done before going to attack the problem, the problem at least read more than five times, because many times students do not do the wrong question more is not to understand the meaning of the question described, emphasizing that reading is very important, it is also very important to write.
4. In my teaching, I lacked the habit of doing problems for my students. So in the future teaching, I will try to let the students to read more, more pen, day after day read aloud, so that reading and writing into a habit, in order to avoid the recurrence of the problems in this paper.