Research On The Evaluation Of 2020 College Entrance Examination Questions From The Perspective Of Mathematics Core Literacy

The "General High School Mathematics Curriculum Standards" promulgated in2017 suggested that the mathematics college entrance examination should focus on the examination of students’ core mathematics literacy.The 2020 college entrance examination questions in some areas of mathematics is the first time to set questions based on the new curriculum standard,so it is of great significance to analyze the core quality of the 2020 college entrance examination questions.Through literature analysis,statistical analysis and comparative analysis,the article constructs and refines the evaluation framework of Yu Ping’s core literacy in mathematics,and divides the six core literacy into 18 sub-dimensions,totaling 36 levels,which is more practical.According to the framework,we will conduct research on 10 mathematics test questions of the college entrance examination in 2020,analyze and compare different test questions qualitatively and quantitatively from different angles,so as to clarify the similarities and differences between the 10 test questions,and reflect on the differences.The main research conclusions of the article are as follows:(1)In terms of the question structure,the 10 test papers are arranged in order from objective to subjective.The new college entrance examination paper also adds multiple-choice questions.Part of the test papers have exactly the same question structure,and the Shanghai paper and the Zhejiang paper have differences in scoring and total scores.From the perspective of core literacy distribution,short-answer questions have the most abundant literacy tests.(2)In the content section,10 test papers focus on the examination of algebra.In the algebra section,logical reasoning,intuitive imagination and mathematical operations are the most tested.The Triangle and Number Series section focuses on the examination of mathematical operations and logical reasoning.In the analytic geometry and solid geometry sections,the examination is at most logical reasoning and intuitive imagination.The most examined in the probability and statistics section is data analysis.(3)Based on the multivariate statistical analysis,the Tianjin paper,the new college entrance examination paper,the new college entrance examination paper two,and the Jiangsu paper have a large difference in the core literacy examination and the average level,and each has different characteristics.The remaining papers are examined in the core mathematics.The levels are similar,and the 18 literacy levels are not completely separated.(4)The core literacy distributions examined in the 10 test papers are roughly the same overall,but there are also differences between different test papers.Mathematical operations,logical reasoning,and intuitive imagination are the most important qualities,and the overall trend is similar.The Jiangsu paper,the new college entrance examination paper,the Beijing paper,and the Shanghai paper are all involved in the six literacy tests.The remaining test papers do not comprehensively examine the literacy.(5)From the perspective of the level of mathematics core literacy level,the knowledge transfer level of Jiangsu Roll,Zhejiang Roll and National Three Rolls accounted for higher than the knowledge comprehension level,and the knowledge comprehension level of the New College Entrance Examination Two was the most examined.In terms of knowledge innovation,the Zhejiang volume has the highest level of knowledge innovation,and the national three volume has the lowest level of knowledge innovation.Based on the research done,the following two suggestions are made.The mathematics high-level examination question setting system:(1)adjust the weight of the mathematics core literacy test;(2)take into account the level of mathematics core literacy;(3)broaden the perspective of the test question proposition.For mathematics teaching:(1)Pay attention to the essence of knowledge and improve abstract ability;(2)Run through the teaching process and infiltrate reasoning literacy;(3)Stimulate students’ interest and cultivate modeling ability;(4)Combine technical means to infiltrate mathematical thinking;(5)Strengthen the demonstration of sample questions and improve the efficiency of calculation(6)Combine the real situation to understand the complete process.