Research On The Design Of Open-ended Test Questions In The Field Of Middle School Mathematics And Algebra Under The Perspective Of Double Reduction

With the promulgation of the Compulsory Education Mathematics Curriculum Standards(2022 Edition)and the Opinions on Further Reducing the Burden of Homework and Off-Campus Training for Students in Compulsory Education,there are clear requirements to improve the quality of classroom teaching,optimize teaching methods,strengthen teaching management,improve students’ learning efficiency in school,and optimize the design and layout of homework.These documents have raised great expectations for teachers,parents and students: "How can we make classroom teachers’ teaching efficiency and students’ learning efficiency go to the next level?" This makes the open-ended problem teaching in the mathematics education community again aroused attention,because open-ended problem teaching can not only mobilize students’ learning enthusiasm,stimulate students’ interest in learning,expand students’ thinking space,but also cultivate students’ expression and evaluation ability,so as to improve students’ mathematical application and innovation ability.It can be seen that the implementation of open-ended questions in mathematics teaching is expected,so the author chooses the area of junior high school mathematics and algebra for the study of open-ended test design,the study has certain theoretical and practical significance.The main contents of this study are:(1)to investigate the teaching status of junior high school mathematics teachers and the learning status of junior high school students on openended test questions;(2)to analyze the possible problems and causes of teaching open-ended test questions in junior high school mathematics and algebra in the field of "double reduction" based on the results of the survey combined with existing research results;(3)to conduct research on the design of open-ended test questions in junior high school mathematics and algebra in the field of "double reduction" based on the results of the survey combined with relevant theoretical research and own thinking,and to conduct teaching experiments.The method and process of this study:(1)using the literature research method to collect and organize relevant literature at home and abroad,based on this,combined with the suggestions of instructors inside and outside the school,to determine the research idea,to develop the teacher interview outline and student questionnaire needed for this study;(2)using the interview method and questionnaire survey method to investigate the teachers and students in the author’s school;(3)using a combination of qualitative and quantitative methods(3)to use a combination of qualitative and quantitative methods,to analyze the survey data,to find out that teachers are skeptical about teaching open problems and students do not know much about open problems,then to analyze the causes of this phenomenon and propose corresponding solutions and strategies,and to prepare a teaching design accordingly;(4)to use experimental methods to conduct teaching experiments to verify whether the teaching of open problems in mathematics and algebra can effectively improve students’ performance,enhance students’ problem solving ability,change(4)to verify whether the teaching of open problems in mathematics and algebra can effectively improve students’ performance,enhance students’ problem solving ability,transform students’ problem solving habits,enrich students’ problem solving methods,broaden the breadth of students’ problem solving thinking and deepen the depth of students’ problem solving thinking,and develop students’ mathematical application and innovation ability.Conclusion of this study: Through the experimental method of teaching in the control and experimental classes,it was verified that the teaching of open problems in mathematics and algebra can effectively improve students’ performance,enhance students’ problem solving ability,change students’ problem solving habits,enrich students’ problem solving methods,broaden the breadth and deepen the depth of students’ problem solving thinking,and develop students’ mathematical application and innovation ability.