Research On The Characteristics Of Situational Examination Questions In High School Entrance Examination Based On Situational Typology

In the process of exploring the reform of basic education curriculum,situational test questions and situational teaching have been widely concerned.The senior high school entrance examination is an important part of the evaluation of basic education courses.At the same time,as the final evaluation of the compulsory education stage,it plays a "baton" role in the evaluation of students’ core literacy and normal teaching.Therefore,the contextualized test questions of mathematics in the senior high school entrance examination are particularly important.Situation typology is an analytical framework proposed by Belgian scholar Rorje that provides as many parameters as possible for situation creation or evaluation.Refactoring,in order to obtain an analytical framework suitable for mathematics test questions and with high operability.Using the reconstructed situational typology framework to conduct quantitative statistics on the mathematics contextualized test questions of the senior high school entrance examination in 12 provinces and cities from 2017 to 2021,through the comparative research method,summarize the similarities and differences in the creation of the high school entrance examination contextualized test questions in various provinces and cities,and describe the mathematics contextualized test questions of the senior high school entrance examination in my country.overall characteristics.The research shows that:(1)the situational materials are close to life,and most provinces and cities can pay attention to the cultural materials;(2)the open level of the test questions is mainly closed,and the open questions are not paid enough attention;(3)the situational test questions are presented in a variety of ways,with pure Mainly in the form of text or mathematical symbols,text and pictures;(4)Background materials can exert their functional diversity,but there are“contextualized” test questions;(5)The integration of contextual tasks is mainly contextually embedded,but There are still a certain proportion of situation-separated test questions;(6)The questions clearly point to the background materials,which can effectively test the application awareness.On this basis,specific suggestions are put forward for the ordering of situational test questions and situational teaching.Proposition strategy:(1)Open creation approaches can be broken through in terms of conditions,methods,and answers;(2)The functionality of contextual materials can be explored in terms of information,tasks,and values;(3)The degree of integration of contextual tasks can be explored from the perspectives of conception,The three aspects of situation and questioning have been improved.Teaching suggestions:(1)Pay attention to educating materials and infiltrate the value of educating people in classroom teaching;(2)Adhere to the problem orientation and create a reasonable mathematics teaching situation;(3)Dig deep into the function of the situation and explore the whole process of teaching in the situation;(4)Pay attention to The situation is presented,and the students’ mathematical reading ability is cultivated.