Research On Teaching Practice Based On The Analysis Of High School Entrance Examination Mathematics Questions

Mathematics curriculum standard of compulsory education(2011 Edition)plays a guiding role in mathematics teaching in compulsory education.The curriculum standard points out that students’ mathematical literacy should be developed from ten aspects(ten core concepts),and the connotation of each core concept is clearly explained,which also puts forward requirements for the cultivation of students’ corresponding ability.As an important form of evaluating students’ learning in the stage of compulsory education,the high school entrance examination is worth studying whether it can meet the requirements of the curriculum standard.Based on this,this paper analyzes the structure and difficulty of senior high school mathematics examination questions in Qiannan Prefecture from2016 to 2020,and analyzes the examination of ten core concepts in senior high school mathematics examination questions in recent five years according to the curriculum standard(2011Edition).Comprehensive analysis of the results,according to the "Curriculum Standard(2011)" requirements,teaching suggestions are put forward.According to the teaching suggestions,the teaching design is made and implemented in the classroom teaching.The results are as follows:First of all,the structure and difficulty of senior high school mathematics examination questions are statistically analyzed.It is concluded that the question type of senior high school mathematics examination in Qiannan prefecture has not changed in recent five years,However,the number and score of questions changed;The objective problems mostly appear in the form of no background.In mathematical cognition,they mostly examine understanding and application.In operation,they tend to numerical operation and simple symbolic operation.In reasoning,they are mostly simple reasoning.In knowledge content,they involve one knowledge point and two knowledge points;The subjective questions have no background and half of the life situation,and the difference is not big.In the mathematical cognition,the application is more examined.In the operation,the numerical operation and complex symbolic operation are preferred.In the reasoning,simple reasoning and complex reasoning account for the majority.In the knowledge content,there are more questions involving one knowledge point and multiple knowledge points.Secondly,according to the "Curriculum Standard(2011)" analysis of the five-year senior high school entrance examination in Qiannan Prefecture of ten mathematical keywords,through statistical analysis,get the change trend of each mathematical keyword examination.It is found that the examination questions are insufficient in examining the concept of space,the idea of model,the sense of application and the sense of innovation.Thirdly,based on the examination and analysis of the structure,difficulty and ten core concepts of the test,and the requirements of the curriculum standard(2011 Edition)for students’ development,the teaching suggestions are put forward as follows:(1)Pay attention to "life situation" to set questions;(2)Pay attention to inquiry classroom teaching;(3)Guide students to imagine more and do more to improve the concept of space;(4)The idea of model is presented in the form of micro class;(5)To guide students to solve practical problems with their mathematical knowledge and develop their sense of application;(6)Encourage students to accept new things,enhance the sense of innovation.Finally,according to the teaching suggestions,the teaching design is designed and the classroom practice is carried out.