Analysis, summary and reflection on the final exam results of the first year of senior high school

Analysis, summary and reflection on the results of the final examination of the first grade of senior high school 1

Under the arrangement of the school this semester, I am responsible for the history teaching work for four classes of the first grade of senior high school (15) ~ (18) , ***The total class time is 8 periods. The work in the past semester is summarized as follows:

1. Political and ideological aspects:

In this semester, I love the party’s education, study business, unite comrades, love students, and teach The students have a harmonious relationship, the attendance rate is high, and the teaching tasks are completed. Seriously study the party's various principles and policies, combine the characteristics of the disciplines, and actively promote quality education. As a history teacher, in teaching practice, I focus on starting from the strong ideological and political characteristics of this subject, focusing on the characteristics of high school students who are more keen to explore issues from the connection between history and reality, and giving full play to the patriotic role of the history discipline. In order to play an important role in socialist education, we formulate a history teaching moral education penetration plan at the beginning of each semester to give full play to the educational function of history. I also have my own quality sublimated in the teaching process.

2. Teaching situation:

In view of the poor foundation of ordinary high school students caused by the expansion of vocational education, we focus on the solid implementation of basic knowledge, and through the study of specific historical facts The explanations gradually improve students' ability to use historical materialism and dialectical materialism to analyze historical events and evaluate historical figures, and help students complete the transition from "What is it?" in junior high school to "Why?" in high school.

In this period, in my history teaching for the first year of high school, in order to make students feel the joy of exploration and thinking in the ocean of historical knowledge, and strive to play the intellectual and educational function of the history subject, I mainly I have done the following tasks:

First of all, take the first class seriously. Attract them with vivid historical deeds full of the spirit of the times, so that they feel that learning history can enrich their knowledge and broaden their horizons. Inspire them with the humanistic spirit of history and the solemn historical responsibility, so that they realize that learning history well can improve their humanistic qualities and enhance the sense of mission of modern citizens; at the same time, it also explains the characteristics and methods of historical learning, so that students feel that history is not difficult It is difficult to memorize boring things, but as long as you have a rigorous spirit of thinking and exploration, you will definitely be able to learn them well. A good first introductory lesson can also change the mentality of students in junior high school who treat history classes as a minor subject, and devote themselves to learning with a positive and enthusiastic knowledge-seeking mentality, thus promoting a virtuous cycle of interaction between teaching and learning.

Secondly, give full play to the role of representatives of each class and do a good job in pre-class budget learning. In the pre-study phase for students, in accordance with the requirements of the school's teaching office, we formulate study plans, plan the entire textbook knowledge, reorganize the content, guide students to prepare pre-study outlines, and encourage them to boldly question and think actively during their studies. Over the past semester, most of the students in the 6 classes I taught have done this seriously. Among them, the representatives of the first grade (16) and (18) classes have always consciously reminded the students before each class when previewing, Complete the study plan and record the many questions worth pondering raised, and ask the teacher to participate in discussions and solve them together. After class, students are urged to complete the after-class exercises. This not only cultivates students' learning spirit of independent learning and positive thinking, but also strongly promotes my teaching.

Third, implement the regular teaching content. In the teaching process, from teaching methods to learning content, I always adhere to the student-oriented principle, and cultivate students' sound personality, correct outlook on life and history, and the ideological concepts that modern citizens should have as the criterion. Delete some content in the teaching materials that does not meet the requirements of the new curriculum standards; resolutely complete and explain some knowledge that needs to be supplemented. After clarifying the requirements for solving questions in the college entrance examination, I encouraged students to search for information, introduced them to some research results in the field of history, and taught them to use their own minds to objectively analyze and understand history, open up their historical thinking, and not be superstitious about textbooks. .

Fourth, while cultivating students’ sound personalities and expanding their knowledge, I also attach great importance to cultivating students’ test-taking abilities. During the teaching process, I consciously teach students to set different types of questions from different angles on each important knowledge point, and require students to develop the habit of asking questions and setting questions during their studies.

In addition, after each unit, I will guide students to clarify historical clues, grasp the logical connection between historical facts according to the writing ideas of the textbook, and sort out the historical knowledge structure in written form, so that students can pay attention to learning during their studies. Exploration and summary of methods.

After one semester of teaching, I feel that the biggest shortcoming is that students are not motivated enough to learn history. The confusion is the contradiction between students' need for exciting classes and the boring nature of historical knowledge; the contradiction between supplementing knowledge by being loyal to textbook requirements and actual learning needs; the contradiction between supplementing knowledge to expand class time and the tension in class time. These contradictions between teaching and learning need to be effectively resolved in future history teaching. Similarly, it will be of great help to promote and improve my teaching level. It also allows students to feel the joy of learning history under the guidance of teachers. Fun and meaningful. Analysis, summary and reflection on the results of the final examination of the first year of high school 2

1. Analysis of the test paper

The propositions of this examination are based on the requirements of the city's unified examination, with 24 choices. (Each question is 2 points, ***48 points), 6 short answers (***52 points), 90 minutes, the questions focus on timeliness, combine with current affairs, and talk about politics. Most of the questions are self-created to allow students to increase their interest in learning politics and apply what they have learned.

Multiple-choice questions: The students scored well overall, but there were many errors in some questions, indicating that textbook knowledge could not be used flexibly and basic knowledge was not firmly grasped.

Short answer questions:

There are 25 questions. Some students are not comfortable with the questions, don’t know where to start, lack of professional terminology, and have poor basic skills.

Question 26, a few students got the question wrong, the language was not well organized, and there were typos.

Question 27 tests the basic content and expression of the law of value. Students scored higher, but a few students did not answer the knowledge points.

Question 28, students do not have enough understanding of "expanding domestic demand", their knowledge is narrow, they are out of touch with social practice, they do not have enough mastery of teaching materials, and their knowledge transfer ability is insufficient.

In question 29, the students’ basic knowledge is not solid enough, and the scores are at two extremes. The high scores are mostly above 6 points, and the low scores are between 0 and 1 points. The reason is mostly because the students have poor ability to review questions and cannot Accurately understand the meaning of the question and fail to grasp the direction of the question investigation. Some students cannot correctly distinguish between "public" and "state-owned". In addition, students do not fully understand that public assets dominate the total social assets and that there are differences in some regions and industries.

There are 30 questions. The students scored higher in this question. Only a few students were unable to answer the questions using professional terminology and the language was not standardized.

2. Opinions on rectification:

1. Students are required to firmly grasp basic knowledge and strengthen the inspection and consolidation of basic knowledge.

2. Expand students’ horizons, introduce more common sense in class, and connect with social hot spots to enhance students’ political sensitivity.

3. Pay attention to distinguishing individual knowledge points that are easily confused, so that students can learn to summarize them at ordinary times, and pay attention to the use of error correction books.

4. When explaining exercises, let students pay attention to problem-solving skills and learn to review questions carefully.

5. Students should be strictly required to standardize their answers to questions. Standardization of roll surface, standardization of fonts, standardization of formats, and standardization of terminology.

6. Strengthen the integration of current affairs and political courses to improve students’ knowledge transfer ability. Analysis, summary and reflection on the final exam results of the first year of high school 3

In this school year, I served as the chemistry teacher of the first year of high school (***2 teaching classes for classes 5 to 6), and also served as the class teacher of Class 6 and the first year of high school. Leader of the Chemistry Preparation Team. Now I will make a summary of the work of the high school chemistry lesson preparation team and myself. The high school chemistry lesson preparation team is a united and progressive lesson preparation team. All members work together to carry out a series of teaching reforms and achieve significant results, which are recognized by school leaders and praised by students. A brief summary is as follows:

1. Plan the teaching work plan for the first semester of high school:

On the first day of the new semester, the lesson preparation team conducted the first Activity. The theme of this activity is to formulate the teaching work plan for this semester and discuss how to respond to the school’s call and carry out teaching reform activities for the subject-based teaching model.

A complete and complete work plan can ensure the smooth development and successful completion of teaching work, so it must be paid great attention to and efforts must be made to ensure quality and quantity.

The first volume of the new high school chemistry textbook is divided into seven chapters. The teaching of the first four chapters is completed in the first semester, and the second chapter is passed in the middle. In the future teaching process, we will insist on weekly lesson preparation group activities to summarize the teaching work situation, discover the situation, and discuss and solve it in time.

2. Conduct lesson preparation group activities on a regular basis to solve related problems

The high school chemistry lesson preparation group has achieved: every teaching link and every lesson plan can be determined in the discussion; lesson preparation The group holds a large-scale activity every week, including the arrangement of teaching progress, analysis, discussion and research on difficult problems, the latest developments in chemistry teaching, reform and innovation in chemistry teaching, etc. Generally, each lesson preparation group activity has a designated person who is mainly responsible for speaking, and the time is two lessons. After careful preparation, each lesson preparation group activity can solve one or several related problems, and the teaching and research level of each lesson preparation group member has also been improved unconsciously.

3. Actively implement daily teaching procedures to ensure the effective development of teaching work

In accordance with the school's requirements, actively and conscientiously collect pre-class lesson preparation materials, Then prepare lessons collectively, produce teaching courseware, and then share it with the entire lesson preparation team. Generally, everyone is required to take turns making one, one person per class, and complete it two to three days before class. The proportion of audio-visual courses given by each teacher is above 90%. Student assignments at least twice a week are required to be completed and corrected, problems found to be solved in a timely manner, and reviewed in class, and feedback is provided in a timely manner; student experiments are conducted at least once per chapter, and all students are required to carefully observe and record the experimental phenomena. After class, Carefully write the experimental report; there should be at least one extracurricular exercise question in each chapter, which requires a certain degree of knowledge coverage, difficulty and depth. A dedicated person is responsible for setting the questions for each chapter; a dedicated person is also responsible for setting the test questions for each chapter. problems and achieve certain expected results. Analysis, summary and reflection on the final exam results of the first year of high school 4

This semester I served as a history teacher for the first year of high school. The students in our school have a poor learning foundation. In addition, the history subject in Zhuhai City does not record the high school entrance examination results. , but only as a reference subject. Students do not pay enough attention to history and have a poor foundation. The layout of high school history textbooks is thematic, requiring students to have a relatively good historical foundation. Now in the second semester of high school, students have become accustomed to thematically organized teaching materials. Some students are also paying more attention to the subject of history. In response to the students' situation, I strive to teach students in accordance with their aptitude. This semester I think I have done well in history teaching in the following aspects:

1. Cultivate students’ interest in history learning and advocate happy teaching.

History class is by no means a class about listening to stories, but appropriately adding some historical stories to the class or encouraging students to tell relevant historical stories they know can make the history class more dynamic. The history learning foundation of the students in the class is not very good, but there are also some students who are particularly interested in history and have read many history-related books outside class. If you guide these students, they will play a good role model and leadership role in the class. At the beginning of the semester, there was a student who was very active in the history class. He shared some historical facts with everyone in class, especially his knowledge of world history, which was very accurate and detailed. I also took the opportunity to give him the title of "Little Prince of History". In subsequent history classes, there were many more students who had the courage to express themselves. Shared teaching in history classes increases students' interest in learning history and makes the classroom happy and energetic.

2. "Low starting point, high requirements" for students, focusing on the consolidation of students' basic knowledge.

This semester has not yet been divided into liberal arts and science subjects, so the most important goal of history learning is still to grasp the basics. Basic knowledge is repeatedly consolidated and practiced to strengthen students' understanding of basic historical knowledge and improve their ability to apply knowledge. There are high requirements for each student's basic knowledge. Try to pay attention to every student in the classroom. For students with poor foundation, talk and set some "fruits" that can be picked up by "jumping" to enhance their confidence in history learning.

3. Pay attention to students’ ability to build a historical knowledge network.

Before studying in the semester, guide students to read the table of contents of the book to understand the main content and basic framework of this semester’s study. Before each unit of study, some time will be spent to guide students to build the knowledge framework of this unit. At the end of each lesson and unit, students themselves summarize what they have learned and how they relate to each other. Cultivate students' awareness of "big history".

4. Pay attention to the cultivation of students’ emotional attitudes and values.

This semester, I heard Qin Chunhua, director of the Admissions Office of Peking University, say in a lecture held in our school that today’s middle school education in China does not pay attention to emotional education, and students have not formed a correct outlook on life, values ??and world view, resulting in campus Violent incidents occurred frequently. This further strengthened my determination to focus on cultivating students’ emotional values ??in history classes.

5. Seize the time to "recharge" yourself, read more books, and actively participate in teaching and research activities.

History has dual attributes of objectivity and subjectivity. An excellent history classroom should convey in-depth historical thoughts. To achieve this level, we must rely on the teacher's cultural literacy, teaching enthusiasm and teaching experience. I am more than enthusiastic now, so I will mainly work on the latter two aspects this semester. This semester I read "Details of Democracy" and "Outline of Modern Chinese History" style books, and attended a class taught by an outstanding history teacher every week. Zhou participated in the teaching activities of the history group and learned from experienced seniors. Analysis, summary and reflection on the final exam results of the first year of high school 5

This semester I am responsible for teaching Chinese in the first year of high school. The main teaching task is to complete the study of the two modules of compulsory course 3 and compulsory course 4. In order to effectively complete the teaching tasks and comprehensively improve the students' Chinese language performance, at the beginning of this semester, I formulated a practical teaching plan based on the characteristics and different levels of the students, as well as the arrangement of teaching materials, and continuously adjusted and improved it during the implementation, achieving the goal of Based on the expected results, the Chinese teaching work of this semester is now summarized so that the future teaching work can be taken to a higher level.

1. Lay a solid foundation, review the past and learn new things, comprehensively improve students’ interest in Chinese learning, and cultivate their ability to learn Chinese. The first year of high school is a relatively important period for students, especially laying a solid foundation is very important, which is indispensable for the future college entrance examination. Based on this understanding, I consciously start from the most basic words and sentences in teaching, guide students to master basic knowledge, and conduct intensive review of the knowledge points encountered in the study that have been learned in junior high school, and then connect them with what they have learned. Learn new content by reviewing the past and learning the new. Since a considerable number of students have poor foundation and weak interest in learning, through the strengthening of basic knowledge, the interest of these students has been aroused, and good results have been achieved.

2. Try the "learn first, teach later" method, implement the "autonomy, cooperation, inquiry" learning method, and comprehensively improve Chinese language ability. It is very important to mobilize students' initiative and enthusiasm in learning. Only in this way can students' learning ability be comprehensively improved. The "learn first, teach later" approach is adapted to this requirement. Students discover problems through their own self-study, classmates discuss with each other, and the problems are clear. After in-depth exploration, if there are still questions, the teacher will give timely guidance and explanations, which can deepen the impression. In class, groups were used as units to conduct discussions and evaluations around problems, which greatly aroused enthusiasm for learning.

3. Make full use of modern teaching methods, expand class capacity, and enrich and activate Chinese classes. Our school has advanced multimedia teaching equipment. Therefore, during the teaching process, I searched for and produced audio-visual materials and courseware for Chinese teaching on the Internet to make the silent language vivid and concrete, which improved classroom efficiency and achieved results. achieved ideal results. When studying many texts, I played them with music and recited them, which gave students a certain degree of edification and infection, and also improved their reading skills.

4. Carry out a variety of Chinese learning activities to promote Chinese learning and improve Chinese ability. The most important thing in learning Chinese is accumulation. Therefore, while seizing the main channel of the classroom, I also use a variety of methods to improve students' enthusiasm for Chinese learning. In addition to asking students to take class notes carefully and listen to the class well, I also organize ancient poetry recitation competitions, recitation competitions, speech contests, etc., and help students develop habits such as dictation, reciting ancient poetry, and telling short stories before class, so as to improve their skills in a subtle way. students’ language proficiency.

5. Exams and tests are important parts of teaching. Actively correct unit tests and each test. Learn more about students' mastery of knowledge, identify problems, and solve them in a timely manner. Doing a good job in correcting monthly exams and unit tests, and finding students' deficiencies in a timely and correct manner will help better motivate students to work hard in daily life, consolidate what students have learned, and also allow teachers to have a clearer understanding of students' learning situations. I dare not neglect my teaching work, study hard, study teaching methods in depth, summarize my work seriously, and learn from others with an open mind.

1. Continuously summarize experience in teaching practice and conduct teaching reflection

In addition to teaching exchanges, we also pay attention to teaching reflection. On the basis of teaching practice, record and summarize at any time. , write teaching reflections, think according to your own summary of teaching ideas, and explore teaching methods.

2. Existing shortcomings

Teaching this semester is really hard. Achieved satisfactory results. But there are still some shortcomings. The teaching ideas need to be further adjusted, and the requirements for ourselves are further increased. We must seize the time to recharge and continuously improve our theoretical quality and professional level. We need to further increase our efforts in teaching focus and student foundation.

6. Ideas for the next semester

In the next semester, I will continue to work hard to further learn from experienced colleagues, constantly improve myself, and strive for better teaching in the future. performance.

In short, the Chinese teaching work for the first year of high school has come to an end. I have achieved certain results, but there are also some shortcomings, and I will continue to improve them in my future work. I believe: As long as we can care about students, respect students, care for students, have a close and harmonious relationship with students in teaching, and be able to grasp the psychological needs of students, we can make the teaching work exactly combined with the psychological needs of students! Analysis and summary of the final exam results of the first semester of high school Reflection 6

This semester I served as a mathematics instructor for classes 1 and 2 of the first grade of high school, and completed the teaching of compulsory courses 1 and 2. The main contents of this semester’s teaching include: the concepts of sets and functions, basic elementary functions, applications of functions, space geometry, positional relationships between points, straight lines, and planes, straight lines and equations, circles and equations, and seven chapters. Here is a summary of the teaching of High School Mathematics Compulsory Course 1 and Compulsory Course 2 this semester

1. Teaching aspects

1. Carefully study the curriculum standards.

In curriculum reform, teachers are the key, and teachers’ understanding and participation in the new curriculum are the prerequisite for advancing curriculum reform. Study the mathematics curriculum standards carefully and have an understanding of the curriculum reform. Curriculum standards clearly stipulate the purpose of teaching, teaching objectives, guiding ideology of teaching, and the determination and arrangement of teaching content. Inherit the tradition and update teaching concepts.

The new high school mathematics curriculum standard points out: "Enriching students' learning methods and improving students' learning methods are the basic concepts pursued by high school mathematics courses. Students' mathematics learning activities should not be limited to concepts, Memorization, imitation and acceptance of conclusions and skills, independent thinking, independent exploration, hands-on practice, cooperative communication, self-study through reading, etc. are all important ways to learn mathematics. In high school mathematics teaching, teacher's teaching is still one of the important teaching methods. , but it should be noted that we must pay attention to the main participation of students and the interaction between teachers and students."

2. Use textbooks rationally to improve classroom effectiveness.

The content of the teaching materials needs to be properly processed during teaching. Appropriate supplements or lowering the difficulty are necessary for lesson preparation. Only by using teaching materials flexibly can we avoid detours in teaching and improve the quality of teaching. For some problems existing in the teaching materials, teachers should carefully understand the curriculum standards and make appropriate supplements to the key content required by the curriculum standards; make appropriate adjustments to the topics in the teaching materials that do not meet the actual conditions of the students. In addition, we should also grasp the "degree" of the teaching materials, and do not want to get it right in one step. For example, the teaching of functional nature should spiral upward multiple times and gradually deepen.

3. Improve students’ learning methods and pay attention to raising, exploring and solving problems.

Teach students how to identify problems and ask questions. Use questions to guide students to discover, explore, summarize, and summarize. Guide them to learn more proactively and with interest, and cultivate problem awareness.

4. Cultivate students’ self-learning ability through after-class homework and feedback exercises.

After-class homework, feedback exercises, and tests are important means to check students’ learning effects. Paying attention to the teaching of this link will also help review and consolidate old lessons, and also exercise students' self-study ability. After finishing a lesson or a unit, let the students take the initiative to summarize and ask them to complete it independently as much as possible in order to give correct feedback on the teaching effect.

5. Teaching at different levels.

The two classes I teach are very different in level. Class 1 is mainly composed of students who are lagging behind. Their foundation in junior high school is poor, and the knowledge in high school is even more difficult for them. There is also a serious polarization. The first 16 students have a solid foundation and their grades are above average, while the grades of the next 30 students are below average. Therefore, whether it is preparing lessons or preparing exercises, I pay attention to stratification. In teaching, we should pay attention to guiding them to start from the basics, and at the same time, there is no lack of improving knowledge that allows them to expand their thinking and actively use their brains, so that everyone can learn and gain something.

2. Confusion

1. The exercises in the books are relatively simple and basic, but the questions in our teaching aids are difficult, which increases the learning burden of the students, and the students’ completion status Very bad. There are not enough class hours, and the teaching time is tight, so there is no time to review these exercises.

2. In teaching, it is often the case that the teaching tasks of a class cannot be completed, leaving less time to consolidate practice. Reluctantly finishing the lecture within the prescribed time, some students seemed to understand but not understand, resulting in more and more poor students. Moreover, the knowledge content that needs to be supplemented includes: multiplication formulas; cross multiplication of factorization; quadratic equations and the relationship between roots and coefficients; operations of radicals; solving inequalities and other knowledge.

3. Although students are often required to complete selected topics in the teaching aids after class, a considerable number of students are still unable to complete them. The academic load of students is too heavy, and some students have weak learning awareness.

3. Several points to pay attention to in the future

1. It is necessary to handle the contradiction between tight class time and large teaching content, and strengthen the research on teaching materials;

2 , Pay attention to the selection of topics in teaching aids;

3. Strengthen the ideological education of underachievers in mathematics.

In short, as a new high school teacher, I am not familiar with the teaching materials, have breakthroughs in key and difficult points, grasp the test points, guide the students' methods, and have high school teaching experience. This is a big loophole. I will seize every day and continue to work hard to achieve better results.