Research On The Comparison Of Solid Geometry Of The Test Paper For New Course Standard And Syllabus In Math College Entrance Examination

College entrance examination is a kind of our country entrance selectionexamination, received extensive attention of society, learning evaluation on the dailyteaching, students have an important guiding role. The national college entranceexamination and college entrance examination is the core, therefore the research of thenational college entrance examination is an important practical significance. Thecontent of solid geometry as the common senior school mathematics curriculum is veryimportant, but also a considerable proportion in the college entrance examination. So inthis paper,2007to2013Common Senior School Mathematics Curriculum Standardsand Mathematics Teaching Syllabus solid geometry part two questions of mathematicalpapers under the as the object of study, solid geometry of two types of papers in thesection of the test is analyzed from two aspects of macro and micro, and before thechange of solid geometry Standards and Syllabus parts were studied.The research will focus on the text changes of solid geometry part in these2exams? Specific research questions are questions of solid geometry Part7year twoclass examination papers of any changes in the score? What are the changes in theexamination questions? What are the changes in the examination of knowledge? Whatare the changes in all levels of difficulty model and comprehensive difficulty?This study used quantitative and qualitative methods, qualitative changes of solidgeometry problems of two kinds of papers in examining the knowledge. Throughqualitative analysis found, part of the two types of test geometry vary greatly in the newcontent knowledge point, vector model of problem becomes more complex, the newcurriculum volume in examining the knowledge actively respond to the new curriculumreform mountain. Quantitative analysis of different solid geometry problems of twokinds of papers in the score, types and comprehensive difficulty model of five level, theconclusion can be drawn:⑴the new curriculum volume three-dimensional geometricparts in scores than the outline volume declined.⑵The new curriculum standardvolume solid geometry questions in the average number of fill in a syllabus volumedeclined.⑶Results from comprehensive difficulty model, new curriculum volume in the inquiry levels than outline volume decreased; in this level, the new curriculumsyllabus volume volume than the lower level; in the operation, the new curriculumvolume than the outline volume increased, but the amplitude little; in reasoning level,new standard volume than the volume in the "outline of simple reasoning"; in the"reasoning" than the outline volume declined, but the larger class reasoning level overallnew curriculum volume three-dimensional geometric parts test volume declined; thenew curriculum volume examines knowledge high integration questions than less, sothe content of knowledge level than synopsis volume low; the difficulty is higher thanthat of the new curriculum roll, syllabus roll.These changes can be seen, in the students’ learning and teachers’ teaching processshould conscientiously study Curriculum Standard, new teaching materials, new texts,using the geometric pattern, strengthen the understanding and transformation ofgraphics, text and symbol of the three mathematical languages, the vector method isreasonable and comprehensive method, the importance of information technology.