A Survey Of Students’ Adaptation To The Change Of Mathematical Questions In College Entrance Examination

Mathematics Curriculum Standards for Senior High Schools(2017 edition)points out that the mathematics college entrance examination questions should be ordered for the purpose of selecting talents,so as to highlight the selection function of the mathematics college entrance examination.Therefore,in order to improve the differentiation and selection effect of the mathematics examination,the new college entrance examination should comprehensively reform the paper structure and form.In 2021,the college entrance examination of Jiangsu Province will switch to the new high school paper,with the biggest change being the addition of single-choice questions and multiple-choice questions.Facing the change of question type,both students and teachers need to adjust their learning and teaching methods.Therefore,the purpose of this study is to provide suggestions for students to deal with different types of questions in the same reversible knowledge point by analyzing the differences in scores and the similarities and differences in problem-solving strategies between the two types of questions:single choice and fill in the blank.Secondly,it analyzes students’ choices and scores in multiple choice questions,combines data and interviews with students,summarizes students’ adaptation to the new college entrance examination math questions,and then puts forward meaningful teaching and learning suggestions.Combined with the research background and relevant literature review,the research questions of this paper can be summarized as follows:(1)The score difference of high school students in different question types?(2)What are the effects of different question types on high school students’ math performance on the same knowledge point?(3)When high school students solve math problems with the same knowledge point and different types of questions,what are the differences in their problem-solving methods?(4)How do high school students adapt to the changes in the types of mathematical questions in the college entrance examination?This paper adopts qualitative and quantitative research methods,and selects four classes of a high school in Yangzhou as the research objects,one intensive class and one ordinary class as a group.The test papers were divided into two sets,and each group completed one set of test papers.Based on the theoretical framework of the relationship between question types and reversible knowledge points,and the suggestions of teachers at the front line,two test papers were finally compiled.The test paper involves 4 single choice and fill-in-the-blank questions of different types and 4 multiple choice questions of the same knowledge.After scoring the test paper,the score of each question type and the score of the whole test paper are calculated,and the multiple choice questions are analyzed.In the process of correcting exam papers,students’ problem-solving process was analyzed,and students with special problemsolving strategies were interviewed to record their thinking.Finally,SPSS software is used to analyze the differences of students’ performance in different question types in the same knowledge point,and some meaningful learning and teaching suggestions are put forward based on the data results and student interviews.The results of this study are as follows:students’ scores of single choice and multiple choice questions are better than those of fill-the-blank questions,students’ scores of different types of questions in the same knowledge point are significantly different,and the results of different types of questions in the same knowledge point are also significantly different for male and female students in high and low groups.The change of question types has a certain impact on students’ scores,and the reason lies in the interaction between question types and reversible knowledge points.It is found that the influence of question type change on the achievement of underachiever is greater than that of top achiever.Combined with the analysis of students’ multiple choice questions,top students can choose better problem-solving strategies to solve single choice and multiple choice questions,while students with low scores are more inclined to choose one option to get partial scores.Finally,according to the obtained research results and the interview content of students,corresponding teaching suggestions are given,hoping to play a certain role in the teaching of teachers and students’ preparation for the exam.