2022 Grade Quality Analysis Report Sample Student 1
After unified arrangements by the main school, we completed the education and teaching work in the first half of the semester. Now, we will make the following analysis and report on the key points of this mid-term exam process, as well as how to optimize teaching, improve teaching management, check for deficiencies, and generally improve the quality of teaching in the limited teaching time in the future:
1. Analysis of the mid-term exam
1. In terms of test questions: The test questions in this exam are unifiedly organized by the main school. As for the entire test questions, except for some subjects, the questions are more difficult and (depending on the perspective of topic selection) are more easy. In addition, the rest basically reflect the current examination proposition requirements: focusing on basics and reflecting abilities.
2. Achievements: In terms of overall results, most subjects have improved compared to the previous semester, the excellence rate of each grade has increased, and the passing rate has increased significantly.
3. Problems exposed in the exam
①Poor foundation of students
There are some students in each grade who have poor foundation. Among students in the same class, the scores in single subjects are poor. The gap is too big, with some students scoring single digits in a single subject. For example, the low score rate in English in the sixth grade is relatively high, reaching 18%, and the math and English scores in the third grade are both above 20%. These all reflect that the students' foundation is too poor.
②Students’ ideological understanding and learning attitude problems
There are some students in all grades who have unclear learning purposes, wrong learning methods, and have not developed the habit of previewing before learning new lessons. The habit of reviewing old knowledge while learning new knowledge, and the habit of seeking new knowledge while reviewing old knowledge results in superficial learning, perfunctory behavior, and the inability to concentrate on learning, resulting in the inability to correctly answer some common knowledge that should be familiar.
③Question review ability
The determination of the depth of the test questions and the choice of the question entry method determine the level of students' question review ability. Most students don't know the principle of "sharpening the knife but chopping firewood by mistake". Don't rush to review the questions, or even rush to do the questions. They don't even have the basic thinking process, or they have a biased thinking method, or they fail to solve the problem. The angle is incorrect, or the finishing process is sloppy. The organization of the answer language lacks accuracy and logic. The preface does not match the postscript.
2. Ideas for future teaching work
Teaching after the mid-term exam has entered the second half, that is, the stage of new lesson learning and comprehensive training. At this stage, we believe that we should focus on Do a good job in the following aspects.
1. Pay attention to the basics and speak concisely.
In teaching, our teachers focus on the teaching and training of basic knowledge, and can conduct rigorous training many times to achieve the purpose of solidifying the foundation. But the reality is not exactly what we want. There is still a disconnect between basic knowledge and basic skills. It should be noted that the so-called solid foundation is not just about memorizing the textbook and increasing the number of exercises. It is about being able to transfer knowledge based on in-depth understanding, being able to apply it skillfully, and transforming knowledge into the ability to solve practical problems. , this is called laying a solid foundation.
2. Strengthen training, check for deficiencies, and improve abilities
We attach great importance to training and testing in teaching. The school requires weekly testing and unit testing, which is very important. To a certain extent, it plays the role of consolidating knowledge, testing the effectiveness of classroom teaching and learning, and checking for deficiencies. But according to the process and results of our testing, our students sometimes feel that they have learned very well in class. When they pick up the book and take a look, they understand the concepts and principles, but when they encounter exams, or a slightly more comprehensive The questions require these concepts and principles to solve the problem, but they feel specious and uncertain. Sometimes you have to look at what the textbook says. The root cause of this phenomenon is that we usually only focus on solving questions and are satisfied with getting them right. We lack deep exploration and careful study of concepts and principles, and do not pay attention to forming a broad and rigorous knowledge system. Therefore, when we do testing training work, the exercises we set should be based on the students' actual situation, and we should choose those exercises with multiple solutions, so that students can refine them so that one question can have multiple changes and multiple solutions, and multiple questions can have one solution. Expand the meaning, analyze and summarize, do one question, learn one method, classify one category, and understand everything.
3. Classified guidance, layered counseling, and individual counseling.
While conducting overall teaching in each subject, it is necessary to do a good job of cultivating the three categories of students (excellent, middle-level, and students with learning difficulties), such as the cultivation of eugenics, so as to catch it early and do it well. It can break the boundaries of single subjects, concentrate on superior strength, and focus on the management of each subject. In class, outstanding students are organized to discuss difficult problems and typical questions. New content is added and arranged outside class. Individual interviews and tutoring can be provided after class. For middle school students, we must always keep an eye on them during classroom teaching, and extracurricular tutoring work should be more detailed and practical. We must grasp the scale, boldly lower training requirements that are difficult to achieve, give up knowledge that is expected to be unbreakable, and try to free up more time for self-digestion. The work for students with learning difficulties is the most difficult, and it is also a component that always affects our overall performance. These students require our teachers to be patient, careful and loving, and to consider the work of improving the performance of students with learning difficulties as a protracted war. All departments must coordinate their operations and work together to manage the affairs. Face-to-face tutoring, face-to-face homework correction and testing and follow-up tutoring may be effective.
In short, future work should be done carefully, practically and well. Details determine success or failure, and dedication determines destiny. As long as we persist in our pursuit and do not give up on every detail, success will belong to us.
2022 Grade Quality Analysis Report Sample Student 2
The midterm exam papers have been distributed and the results have been finalized.
After careful analysis of the results, they are not ideal. Only one person from Class 3 got a score of 84 or above, and only three people from Class 4 got a score above 84. There is a big gap from the expected goal.
Based on further analysis of the test paper, it was found that:
The total score of "accumulation and application" is 25 points. Only one student in Class 3, Han Xiao, got a perfect score, and 17 students got a score of 20 or above. , the whole class averaged 16.7 points for this item; only one student in Class 4, Wang Yuqing, got a perfect score, and 9 people got a score of 20 or above, and the whole class averaged 15.07 points for this item.
The total score of "Poetry Appreciation and Classical Chinese Reading" is 19 points. The highest score of Class 3 is 17 points by two students, Liu Qinghua and Sun Luyao. 10 students scored 14 or above. The average score of the whole class is 8.98 points; Class 4 The highest score was obtained by two students, Wang Yuqing and Wang Yilong, with 17 points, and 5 students scored 14 or above. The average score of the whole class was 7.78 points.
The total score of "Extracurricular Reading" is 16 points. The highest score of Class 3 is 13 points by Yan Di and Sun Xiu. There are 8 students with 11 points or above. The average score of the whole class is 6.72 points; the highest score of Class 4 Wang Yilong scored 13 points, 8 students scored 11 or above, and the class average was 7.52 points.
The total score of "Composition" is 40 points. The highest scores of Class 3 are Zhou Xinyu, Yang Lei, and Wei Liangyun with 37 points. There are 29 students with scores of 35 or above. The average score of the whole class is 33.1 points; the highest scores of Class 4 are Liu Yinghui, Four students, Li Jia, Ouyang Yongliang, Xia Xiaohui and Wang Lan, had 32 students with a score of 35 or above, and the class averaged 33.2 points in this category.
Based on the above analysis, the two parts of "Accumulation and Application" and "Poetry Appreciation and Classical Chinese Reading" test basic knowledge and basic skills. The scores of both classes were low, among which Class 4 scored slightly lower than 3 class. This is something that should be focused on in future teaching. In order to improve these two results, it is necessary to strengthen the arrangement and implementation of "tutorial plans", synchronization, supporting and testing. Although the "extracurricular reading" score in this exam is not large, the average score is still low, which is something that should be paid more attention to and guided in future teaching. The focus of Chinese teaching is to increase students' extracurricular reading, expand students' knowledge, and thereby improve students' reading level and ability. This is a task that requires constant attention. In order to encourage students' enthusiasm for writing, the scores for the essays this time are slightly higher than other items. However, there is no doubt that the writing level and writing status of some students are still worrying and cannot be ignored. This has already been reflected in the high school entrance examination results over the years.
In short, the results of this exam are not only a test of the teaching work in the previous period, but also a warning and inspiration for the next step of teaching work. I hope that the next final exam can improve the shortcomings, use strengths and avoid weaknesses, and achieve results that are satisfactory to both teachers and students.
2022 Grade Quality Analysis Report Sample Student 3
The tense midterm exam has come to an end, and the long-awaited results have also been released. For the 15 classes I teach, there is good news There is also worry. Next, I will analyze and reflect on the results of this exam.
(1) Analysis of the test paper
This test paper covers a wide range of topics and involves many types of questions. There are examinations of basic knowledge (such as pronunciation, glyphs, word definitions, text understanding, language disorders, and dictation of ancient poems), as well as understanding of articles (including classical Chinese and modern literature), and the application of students' comprehensive abilities (such as writing ).
(2) Academic Situation Analysis
After a semester of study, students have gradually adapted to the learning habits and learning methods of junior high school, and have gradually become familiar with the problem-solving ideas of junior high school, so Many students' scores are still relatively satisfactory, but some students still need further guidance from teachers in future teaching, striving to allow all students to adapt to junior high school life and study habits as soon as possible, and to cultivate students' problem-solving abilities.
(3) Score Analysis
Overall, the test scores this time are quite satisfactory. The first question is about accumulation and application, and only 16 people got full marks; the second question is about classical Chinese, and 17 people got full marks; the third question is about comparative reading of modern texts in class and extracurricular modern texts, with a full score of 12 points, and 12 people got a score of 12 or above. 45 people; while the full score for the extracurricular modern literature reading is 17 points, 18 people scored 10 or above; the fourth question is the writing question, the full score is 50 points, while there are only 28 people for the first type paper, and slightly more people for the second type paper a little.
Looking at the overall situation, students do not have a strong grasp of basic knowledge and need to further consolidate it. Classical Chinese in class must also be strengthened. The most points lost are the reading of modern texts outside class. This requires teachers to supervise and coach students, teach students how to solve questions, and further extend from inside class to outside class to improve students' question-solving ability.
(4) Reflection
There are many reasons why students achieve such results. On the one hand, students do not have a strong sense of conscious learning and have not yet formed active learning. habits; on the other hand, teachers should do a good job in managing and organizing students, and cultivate students' study habits and problem-solving abilities.
In short, we should treat the test results from an objective perspective. In future teaching, teachers should do a good job in cultivating outstanding students; at the same time, they should also strengthen the promotion of marginalized students and pay attention to the learning of students with learning difficulties. Strive to reach a higher level
2022 Performance Quality Analysis Report Sample Student 4
Quality is the lifeline of the school. The quality of teaching is the most direct criterion for measuring the operation of a school. In recent years, our school has thoroughly implemented the work ideas of Linjiang Municipal Education Bureau and Linjiang Municipal Teacher Training School, further strengthened education and teaching management, strives for development by quality, and strives for survival by quality. Through the joint efforts of all primary school teachers and students, certain results have been achieved.
1. Answer sheets
At the end of this semester, under the unified arrangement of Linjiang Teacher Training School, we conducted a random test and analysis on the quality of education and teaching in primary schools in our town from one to five years. The following is an analysis of the quality of primary school teaching in our school based on the random tests:
1. From the analysis of the score statistics table, because our town attaches great importance to the teaching of non-uniform examination subjects, except for the scores in Chinese and mathematics subjects In addition to being relatively stable, the foundation of most students in English and comprehensive (science, moral and social) subjects is also relatively solid. The performance of students in the Chinese subject is relatively satisfactory, with high excellent and passing rates. In the mathematics subject, there is a decline as the grade increases. It can be seen that the overall teaching of the teacher group is quite serious, and they pay special attention to the teaching and training of students' basic knowledge in their daily teaching.
2. From the analysis of the test papers of teachers of each grade, it can be seen that students of all grades have a very good grasp of basic knowledge. Except for some questions that are more flexible and the scores are relatively low, the other items are all well mastered. Most students of all grades performed well in graphic operations and statistical analysis, which shows that teachers not only pay attention to students' basic knowledge, but also attach importance to the cultivation of students' observation ability, hands-on operation ability and spatial thinking ability.
2. Existing Problems
Although the scores in various grades and subjects are mostly stable, there are also scores in some grades or subjects that have declined, and there are still many problems reflected in the test paper analysis. :
(1) Chinese
1. There are some students whose basic knowledge is not up to standard. For example, you cannot write the Chinese characters you have learned, or you have typos, etc.
2. Some students’ writing is not standardized enough and not serious.
3. Some students cannot master the ability questions well. For example, the fifth grade students do not follow the requirements to expand sentences or imitate sentences. I don’t have a good command of related words, but I can choose from the given related words. I can fill in a sentence with appropriate related words in various ways.
4. The score rate of students on reading analysis is still relatively poor. The reasons are: first, there are few training materials; second, students have not developed good reading habits and start reading without understanding the article. answer the questions. Students cannot understand the slightly difficult words such as "famine" and "scenery" in fourth-grade reading by understanding the meaning of the words in context.
5. The writing ability of individual students needs to be improved. Specific manifestations include: empty language, small vocabulary, not vivid, and unfluent narrative. It does not meet the prescribed number of words, and there are typos, incorrect sentences, etc.
(2) Mathematics
1. Students’ ability to analyze problems is not very good. Some students have not developed good mathematical learning habits. Students’ good mathematical thinking qualities have not yet gradually improved. Formed, some students even fail to examine the questions carefully.
2. Students’ practical ability needs to be strengthened. For example, when the fourth and fifth grade students make statistical charts, some students do not calculate carefully and do not write names; identifying directions and marking places on the plan is not accurate enough. There are errors.
3. Some students are slow to learn knowledge, cannot adapt, and have low ability to analyze and solve applied problems.
4. Many students do not have strong calculation ability and low accuracy in solving problems, especially calculation problems.
5. Some students answer questions slowly and cannot complete the test questions within the specified time.
(3) English
1. The memory knowledge is not firmly grasped. In this test, the students' completion status was not ideal regarding the knowledge that needs to be memorized, such as word spelling questions, language rule questions, various English doubts, etc.
2. Students have poor understanding of text. In this test, the fourth and fifth graders each have one reading article, and the fourth graders connect words to form sentences. The situational conversations of each grade require students to be able to guess the meaning of words through context and generally understand the full text. Students' ability to obtain information based on the text is analyzed. , summarizing and organizing abilities are very poor.
3. Students’ writing ability is not strong. In this test, 20% of the students were unable to write well-formed articles, and some students wrote articles with too many words and grammatical errors, making it difficult to understand what they meant.
4. The test questions for grades three, four and five are more difficult in testing students’ abilities. In the third grade, students are required to grasp the main information and distinguish it, which actually improves students' understanding of sentences; in the fourth grade, the rules of letter pronunciation appear directly to recognize, read and classify words, which increases the difficulty and hinders students' ability to learn English. Self-confidence; in the fifth grade, words with part c appear, making writing more difficult...
5. The phenomenon of two-level differentiation is prominent. One is between students in the same class, and the other is between classes.
(4) Comprehensive subjects
Our town can basically offer all subjects and provide sufficient class hours, especially the central school, which usually pays close attention to teaching and implements it effectively. However, students and parents generally think that just learning mathematics, Chinese, and English well is enough, and they are not very interested in other subjects. In addition, students also forget while learning. After class, students are not willing to take the initiative to review and consolidate in a timely manner and master the textbook knowledge. It's not bad, and due to the conditions, students don't know much about extracurricular knowledge.
3. Analysis of the current situation and main reasons of teaching
There are many reasons for this situation, including direct reasons and indirect reasons. To summarize, the main aspects are as follows:
(1) Teaching behavior affects the improvement of teaching performance
1. Teaching concepts are not updated in a timely manner. Some teachers' roles have not been fully transformed, and their teaching methods have not undergone practical changes. Many teachers still focus on teaching and are the masters of the classroom. Students revolve around the teacher and learn passively. It is one way to teach when someone comes to listen to a class, and it is another way to teach when you actually start a class.
2. The curriculum standards are not fully understood, the teaching materials are not explored deeply, the research on teaching methods is insufficient, and the study guidance is insufficient. The new curriculum standard teaching materials have a lot of room for expansion in terms of layout intention and content arrangement, providing teachers with sufficient space for classroom teaching practice and freedom of inquiry. In the process of classroom teaching, the phenomenon of explaining examples, reading texts, and doing exercises is serious. There is a lack of penetration of teaching ideas and guidance of learning methods.
3. Insufficient use of information technology means. In many classrooms, the teacher is just a piece of chalk, a book, and a mouth. With these, even the most beautiful language and words cannot arouse students' interest in learning. Distance education resources cannot be fully utilized, and there are insufficient breakthroughs in key and difficult teaching points.
4. Counseling for underachievers lacks planning and arrangements, is highly random, and has a low conversion rate. It can be said that there are some underachievers in different situations in each class. There are many reasons for their learning difficulties. Some teachers try their best, but the effect is not obvious.
(2) School-based teaching and research are just a formality
The school’s teaching and research activities can basically be carried out normally, but most of them are old routines. First, the teaching and research group did not carry out the work in depth enough, and the collective wisdom of the subject group and lesson preparation group was not fully utilized. Second, although individual teachers are very pragmatic in their work, they do not have a strong awareness of active learning and cannot actively and fully utilize the school's high-quality educational resources to make up for their own shortcomings. Their awareness of teaching and research, problem awareness, and reflection awareness are also relatively weak. Third, there is a lack of professional guidance from excellent resources, and there is no support from a broad vision and advanced concepts.
(3) The implementation of teaching routines is not in place
On the surface, our various teaching routines are in place, but there is a lack of effectiveness in specific operations, and there are still many practical problems. In the classroom, some teachers still "fill in the classroom" and students are still very passive in learning. The form of homework training is monotonous, the homework assignments are very arbitrary, and the homework efficiency is not high. There is less extracurricular accumulation and hands-on training, resulting in incomplete training.
(4) The management of village primary schools needs to be strengthened
First, the results of the central school are relatively normal. Whether it is the average score or the passing rate, the results are almost the same. However, there is an imbalance in the performance of village primary schools, and the education and teaching work in village primary schools needs to be strengthened; second, there are gaps between various disciplines. Generally speaking, the scores in Chinese and mathematics are relatively good, but the scores in English are relatively poor. At present, some village primary schools in our town do not offer English classes, and even if they do, they are uneven. In addition, the teaching facilities in village primary schools are not complete, and the level of teachers varies greatly. Most of them are older teachers. Their knowledge structure is outdated and their professional titles have been promoted. Many have negative work attitudes and have a muddling mentality, so the teaching quality is even worse. Difficult to improve. School leaders are usually tired of dealing with various inspections. They rarely inspect the teaching performance of teachers in village primary schools and teaching points, and the guidance cannot be comprehensive. At the same time, there is a lack of rectification and supervision measures, making it difficult to implement rectifications and achieving little results.
(5) Student situation
First, high-quality students cannot be retained. Because our town is close to Linjiang City, and due to the renovation of the shanty towns of Huashan Forest Farm, many employees have bought properties in Linjiang. This semester and even the next semester, there is a serious phenomenon of transferring to other schools, resulting in a serious loss of students.
The second is the hidden lack of family education. Due to the lack of quality and understanding of the parents of rural students, and the fact that some parents go out to work and do business or are single-parent families, they entrust their children to the care of their parents or relatives. The temporary guardians simply ignore the students' learning situation and have no control over them. They are managing the children. There is neglect in management, and some students fail to cope with their homework or do not write it at all. Even if the teacher communicates with the parents, the parents will ignore it or say they can't control it.
This lack of active learning from students and close cooperation from parents, relying solely on the teachers' unilateral efforts, has resulted in students with learning difficulties in every class.
Third, students’ learning initiative is not strong. Most students can complete learning tasks under the supervision of teachers and parents. There are also some children who are tired of studying and put off learning tasks as long as they can as soon as they are out of the teacher's sight. The teacher has to let them go home if they have not finished it until school is over. I don’t even study when I go home.
4. Future teaching ideas and countermeasures
According to the current situation of primary school teaching in our town, we must do the following tasks in our future work:
< p> The classroom is the main battlefield for curriculum reform and the main battlefield for improving teaching quality. The quality of teaching depends to a large extent on the efficiency of the classroom.1. Prepare lessons carefully and design the best plan. Before teaching in class, teachers must first thoroughly understand the teaching materials, then read various teaching reference books, and finally carefully design teaching methods and teaching methods based on the actual situation of the students in the class and their own understanding.
2. Effectively improve classroom teaching. Enable teachers to change their roles as soon as possible and become instructors, participants, and collaborators of students' learning, and ensure sufficient time for each student to learn independently. Teachers will not teach students what they know. Grasp the rhythm and capacity of teaching, and arrange teaching time in a scientific and reasonable manner to ensure that students can actively learn, think proactively, practice practical training, and learn hands-on operations in the classroom. The teaching office and the teaching and research team should go deep into the classroom to listen to lectures, carry out door-to-door listening activities, and promptly discover and solve problems existing in teachers' classroom teaching. Teachers can also listen to each other's classes, communicate and discuss, and learn from each other's strengths and weaknesses.
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