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Mathematical test paper quality analysis

I. The overall situation of the examination paper review The semester liberal arts mathematics final exam is still based on the current national five-year higher vocational education public course "Applying Mathematical Basis" teaching, and the unified teaching requirements and review guidance issued by the provincial school can be based on propositions. After the quality analysis after the review, the teaching points of the province were summarized, the pass rate of the face reached 54%, and the average score was 54.1 points, which was greatly improved compared with the previous semester. The answer also showed a lot of high score students. The teaching points of the teaching points are inseparable from the joint efforts of teachers and students and the unified teaching guidance and management of the provincial schools. In order to further strengthen teaching management and summarize the teaching experience of each teaching point to continuously improve the quality of teaching, the quality analysis of the semester's face-to-face examination is now sent to each teaching point. It is hoped that the teaching points will be discussed and analyzed in the way of teaching and research activities. Summarize teaching to ensure a steady improvement in the quality of teaching. Second, the test proposition analysis 1, the basic ideas of propositions and the propositional principles propositions and teaching materials and teaching requirements as the basis, close to the fifth chapter of the textbook plane vector; Chapter VII spatial graphics; Chapter VIII lines and quadratic knowledge points At the same time, I noticed the teaching practice of the province and the rules of students' understanding, focusing on the connection with the teaching of the subsequent courses. Focusing on the knowledge of each chapter and the content of the meeting, based on the basic concepts, basic calculations, basic knowledge and ability to apply. The overall difficulty of the test paper is moderate. 2, the scoring principle score on the overall adherence to the principle of lenient and moderate, the objective test questions are fill in the blank and single choice, this part of the test is the only case, the points are unified. Avoid scoring errors. The scoring principle of subjective questions is based on the basic ideas and key steps of the knowledge points, the correct questions, step-by-step scoring, no repeated deductions, and finally accumulated points. Third, the quality analysis of test paper propositions focuses on plane vectors, straight lines and secondary lines, accounting for about 70% of the total score, spatial graphics account for about 30%, and basic knowledge coverage accounts for more than 90%. The test questions fill in the blank questions 13 questions, 20 empty, single choice questions 6 questions, answer questions three questions a total of 8 questions. It is sufficient to answer the questions in each hour within two hours, and the capacity of the knowledge points is sufficient. The plane vector examines the basic concept, the two representations of the vector, the linear operation of the vector, the two representations of the scalar product of the vector, the collinear condition with the non-zero vector, the relationship between the two vectors perpendicular and the product of the two vectors, The test scores account for about 35%. Straight line and quadratic curve examination, curve and equation relationship, various linear equations and applications, standard equations of quadratic curves and general equations, parameters in equations, determination of geometric elements, test scores account for about 35%. The space graph focuses on the basic properties of the plane, the positional relationship between the two lines, the positional relationship between the two sides, the positional relationship of the line surface, the application of the three perpendicular theorem, the angle formed by the different line, the angle formed by the line surface, the distance calculation, etc. problem. The calculation of surface area and volume is included in the test questions to reduce the burden on students. This part of the test scores account for about 30%. The three chapters focus on plane vectors, lines and quadratic curves, followed by the spatial graphics part. Therefore, the primary and secondary examinations are clear and meet the requirements of the syllabus for higher vocational public courses. Fourth, the student answer volume analysis fill-in-the-blank questions: The linear operation of the test vector of the first to third questions and the coordinate linear operation of the position vector, the answer rate is about 85%, most of the students miss the arrow on the writing vector, some students will be the third The answer to the question is answered or waited. The symbol is unclear, reflecting that some students do not fully grasp the linear operation of the vector. The 4th to 7th questions involve the problem of solid geometry, mainly examining the relationship between the line and the surface. The answer rate is about 70%. Other students mainly have unclear spatial concepts and cannot determine the positional relationship between lines and planes. Most of the positional relationships of the different lines are unclear. The 8th to 13th questions involve the problem of analytic geometry. The undetermined coefficients in the curve equation, the linear equation, and the distance from the point to the straight line are considered. The situation is still good, and the correct answer rate is about 70%. In the 11th to the 13th questions, the answer rate is about 65%, which mainly reflects that the students are confused about the standard equations of various quadratic curves, and the position of the geometric elements is not well mastered, which is highlighted in the mastery of the geometric properties of the quadratic curve. Poor, not strong. Single-choice questions: Students' general points are 12-18 points. The first question is more than 80%. The students have a good grasp of the axioms and inferences in the basic nature of the plane. The second question is about 70%, and the students have a good grasp of the relationship between the vertical of the two vectors and the product of the two vectors. The more mistakes are the 4th and 6th questions, followed by the 5th question. The majority of the fifth question is wrongly selected. It can be seen that the students are unfamiliar with the general circular equation by using the formula to find the center and radius. At the same time, the general equation of the circle is used as the standard equation of the circle, and the center and radius are not well mastered. In particular, the parallel coordinate axis of the fourth question, 33% of the students in the coordinate transformation are wrongly selected or not selected. It can be seen that many students are not clear about the new concept of coordinate transformation caused by the translation of the coordinate axes, and the concept of new and old coordinates is not clear. Question 6 Many students mis-selected, reflecting the students' confusion about the parallel and vertical conditions of the vector. The condition for judging the equality of the two vectors is not clear, and such an error will occur. The third question: The question is to calculate the angle of the straight line and the calculation of the diagonal of the box. About 80% of the students can find the angle formed by the different lines A1C1 and BC, but 30%~40% of students are not accustomed to using the arctangent function to represent the angle, but instead use the inverse sine or inverse cosine function. The angle of expression should be paid attention to in the teaching. Students who calculate the diagonal length of the cuboid by only 20% will use the simple method "the square of the diagonal of the cuboid is equal to the sum of the squares of length, width, and height." The rest of the students are more complicated to calculate. The question is to prove the three-point collinear problem. About 80% of students use different methods to prove that useful analytical methods are also useful for vector methods. They also use the combination of planar geometry and analytical geometry to prove that in the three-point connection, the sum of the two lines is equal to the third line. The point is collinear, which reflects that various teaching points have given a variety of proofs and ideas for this issue, which is worthy of promotion. The first question examines the expression of the vector quantity product according to different known conditions. The fourth question: The first question is to examine the trajectory equation of the moving point. The student's solution has two methods. The trajectory satisfies the four steps of solving the ellipse definition solution or the trajectory equation. However, there are many errors in the solution. Problem 5: The first question is to find the standard equation and the asymptote equation for the given hyperbolic condition, but many students confuse the parameters a, b in the hyperbola with the parameters a, b, and c in the circle. The master of the near-neighbor equation is not good enough to write the equation of the asymptote according to the position of the progressive line. The main problem of the 2 questions is to use the vector method to prove that the quadrilateral is a rectangle. However, many students do whatever they want, but use analytic geometry to prove that this is strictly wrong and should be taken seriously. Some students have logical confusion in the proof, and the logical reasoning is not strict. In the proof of the rectangle, "vertical proof vertical" is used. The knowledge of the vector is not firmly grasped. When the coordinates of the vector are obtained, the order of the differences is incorrect, resulting in a calculation error. Sixth question: This question is a three-dimensional geometry problem. The main points of knowledge are the vertical nature of the two planes, and the angle between the straight line and the plane. According to the results of this review, nearly 60% of the candidates got full marks. These students have mastered the knowledge points of the examination, and the problem-solving ideas are clear. They can quickly use the perpendicular nature of the two planes to prove that ΔABC and ΔBDC are right triangles and find BC and CD. After that, the angle between the CD and the plane is calculated by a trigonometric function. Some students construct a triangle with a flexible idea. The connected AD has a right angle ΔABD. Find the AD in this triangle and find the CD in the right angle ΔDAC. Finally, find the angle between DC and plane in the right angle ΔDBC, ie ∠DCB. . The reason why 20% of students mistakenly answer is to find a right angle and calculate the right angle as a hypotenuse, which leads to a wrong answer. Nearly 20% of students have a poor concept of space, and they have a blank volume. Some think that AB and CD are on a plane and intersect each other. The problem is solved by the knowledge of plane geometry, such as the knowledge of congruent triangles and similar triangles. It is the main performance of the concept of no space at all. Fifth, the information passed through the test feedback on the future teaching recommendations through the above test proposition, test paper quality, answer sheet quality, basic analysis of the comprehensive analysis, the implementation of unified proposition, unified examination, unified marking is very necessary. It is also necessary to inform the teaching points of the test results, to learn from each other's information, learn from each other, learn from each other's strengths, strive to improve the teaching methods, and analyze and explore the teaching rules of the five-year college education at the starting point. In particular, through the analysis of the candidates' answers, each teaching point should carry out teaching and research activities, analyze the weak links in teaching, take targeted measures, and continuously improve the quality of teaching.

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