Research On College Entrance Examination Mathematics Questions Pointing To Core Literacy

In January 2018,the Ministry of Education promulgated the Mathematics Curriculum Standard for Ordinary High Schools(2017 Edition)(hereinafter referred to as "Standard"),which focused on condensing six mathematics core accomplishments,and implemented it in senior high schools in autumn 2018,marking the beginning of a new round of curriculum reform for ordinary high schools oriented by "subject core accomplishments".Under the new reform background,the research on the mathematics test questions of college entrance examination,which points to the core literacy,is not only in line with the development trend of the test questions research in the current new college entrance examination reform,but also the realistic need of further implementing the quality teaching of "cultivating people by virtue".In this study,20 sets of mathematics college entrance examination papers from 2018 to 2020 and 2020 are taken as research objects,and the research methods such as literature research,comparative research,statistical analysis,case study and interview are adopted.This study mainly solves two problems:(1)In the past three years,the national college entrance examination questions in mathematics have six mathematics cores: the structure of the questions(question type,question quantity,score),the examination contents(four main lines of preliminary knowledge,function,geometry and algebra,probability and statistics),and the mathematics core literacy(mathematical abstraction,logical reasoning,mathematical modeling,intuitive imagination,mathematical operation,data analysis).(2)What is the difference between the national examination papers in 2020 and the national new high examination papers? Among them,Yu Mengfei's evaluation framework of mathematics core literacy is chosen as the evaluation tool of this study when studying the examination situation of mathematics core literacy in the NMET,which can show the examination situation of mathematics core literacy and level in the NMET more concretely.Based on this,we can understand the current situation of mathematics college entrance examination questions in recent three years,and help teachers to establish mathematics teaching with core literacy from the perspective of college entrance examination.According to the above research methods,the following conclusions are drawn:(1)The structure of the test questions: in 2020,the national new high test papers will be deleted and multiple-choice questions will be added;(2)Examination content: The examination weight of "geometry and algebra" and "function" is always higher than that of "probability and statistics" and "preliminary knowledge";(3)Mathematical core literacy: The highest weights of "mathematical operation" and "logical reasoning" literacy are 44.29% and37.14%,"intuitive imagination" literacy is in the middle,"mathematical abstraction","data analysis" and "mathematical modeling" literacy are the least,and the minimum weights are only 4.29%,2.14% and 1.1.The specific performance focuses on "application algorithm" and "deductive reasoning",and the highest weight can reach 41.43% and 37.14%;(4)Academic quality level: In the past three years,only "logical reasoning","mathematical operation" and "intuitive imagination" literacy have examined Level 3,and the overall examination of the three levels is: key examination level 2,followed by level 1,Level 3 has the least examination and meets the requirements of the college entrance examination proposition;(5)Compared with the national examination paper,the new high examination paper in 2020 pays more attention to the examination of comprehensive literacy,and compared with the national examination paper,the new high examination paper has the characteristics of a decrease in academic quality level,an increase in level 2 and level 3.According to the above conclusions,and combining the research of college entrance examination questions with teachers' interviews,this paper puts forward four suggestions on deepening the penetration of core literacy in mathematics teaching:(1)grasping the connotation of core literacy in mathematics and discovering the changing trend in college entrance examination questions;(2)Grasp the characteristics of the examination content of the college entrance examination questions and apply them to the preparation and teaching of review questions;(3)Under the background that arts and sciences are not divided into different subjects,teachers should comprehensively cultivate students' comprehensive qualities;(4)Making use of teaching to make up for the limitations of college entrance examination,and promoting the cultivation of subject core literacy.