The Analysis And Teaching Research Of Function Test Questions In College Entrance Examination

2017-2019 is the first three years of the comprehensive implementation of the college entrance examination system in Zhejiang Province,which can be used as the starting point for evaluation.The college entrance examination is a form of academic evaluation for high school students.A math test paper plays the role of evaluating the mathematics of all students.The function has an important position in the mathematics learning of the high school.This article mainly elaborates from two parts:The first part:First,conduct a shallow analysis of the 2017-2019 Zhejiang college entrance examination function mathematics questions,understand the structure and content of the question questions,and look at the appearance of the questions;Secondly,carefully study the SOLO classification theory related literature,carefully understand the curriculum standards on the core literacy of mathematics Interpretation and literacy level definition,put forward corresponding questions thinking level classification and function content core literacy level definition standards,and conduct in-depth analysis,namely SOLO thinking level analysis,mathematical core literacy and level analysis.According to this,the SOLO thinking level and the core literacy of mathematics and their level analysis of the five types of fuction test questions of the concept and nature of functions,zeros,and derivatives,trigonometric functions and sequences are respectively analyzed,and summarize the thinking level and core literacy characteristics of the three-year function test questions since the new college entrance examination:?the first year's thinking level requirements are slightly lower;?the function test questions have higher requirements on the thinking level;?the function test questions focus on the mathematics core literacy;?the high-level mathematics core literacy tests tend to be stable;?The level of literacy is relevant.The second part:first,based on the shallow and deep analysis of the test questions in the first part,the corresponding teaching suggestions are proposed;secondly,based on the examination content,around the test question analysis and teaching suggestions,the top n items in the equal series and(first class hour)are taught Design and fragment analysis.The instructional design is based on the SOLO classification theory,with the thinking level as the main line,and the integration of core literacy,step by step,highlighting the process of exploring new knowledge:observation,conjecture,verification,analysis,induction,and generation of new knowledge.