| As a bridge connecting basic education and higher education,the college entrance examination plays the function of "guiding teaching",and the deepening reform of the college entrance examination is conducive to the good connection between teaching,learning and examination.At the moment of deepening the reform of education evaluation,new requirements have been put forward for the reform of the college entrance examination,and the difficulty of university entrance exams as the focus and difficulty of the reform,and the difficulty of the test questions and the assessment of core literacy have attracted much attention.Singapore,which belongs to the same Confucian cultural circle as China,is world-famous for its mathematics education achievements,and its mathematics syllabus proposes a pentagonal model on the core literacy of mathematics,which is centered on mathematical problem solving,composed of five related elements of concept,skill,process,metacognition and attitude,reflecting the thinking quality,key ability and emotional attitude values with the basic characteristics of mathematics,which is consistent with the concept that China’s mathematics curriculum goal requires students to form the necessary character,key ability and correct value in the process of mathematics learning.Therefore,the analysis and comparison of Chinese college entrance examination mathematics questions and Singapore college entrance examination mathematics questions have certain guiding significance for China’s college entrance examination mathematics propositions and high school mathematics teaching.Based on the existing test question research,this paper selects the dual research perspectives of the difficulty of the test questions and the core literacy assessment that has attracted much attention,and compares and studies the most widely applied college entrance examination mathematics questions in China from 2020 to 2022 with the GCE A-Level H2 mathematics questions in Singapore:(1)The comprehensive difficulty model of college entrance examination mathematics questions constructed by Wu Xiaopeng et al.Based on AHP theory is selected from the problem situation,whether it contains parameters,the level of operation,reasoning ability,the knowledge content,the direction of thinking,the 7 difficulty factors of cognitive level and the comprehensive difficulty of the test questions was analyzed in detail.(2)Based on mathematics curriculum standards of China and mathematics syllabus of Singapore,the relationship between the core mathematical literacy of the two countries is analyzed,indicating that mathematics core literacy of the two countries is comparable,and on this basis,the core literacy assessment of mathematics questions in the college entrance examination of China and Singapore is compared and analyzed by using mathematics core literacy evaluation framework refined by Li Hua et al.By deeply exploring the similarities and differences between the Chinese and Singapore college entrance examination mathematics questions in terms of comprehensive difficulty and core literacy,and discussing the comparative results,the research conclusions are as follows:(1)In terms of test difficulty,the comprehensive difficulty coefficient of Chinese college entrance examination mathematics questions is higher than that of Singapore;the difficulty coefficient of mathematics questions in China’s college entrance examination is higher than that of Singapore in the four dimensions of whether they contain parameters,thinking direction,cognitive level and operation level,and China pays more attention to testing students’ analysis and application of comprehensive knowledge.However,the difficulty coefficient of mathematics questions in the Singapore college entrance examination is higher than that in China,and Singapore pays more attention to setting realistic and scientific situations as the vehicle for examining mathematical problems,and pays attention to the relationship between mathematics and other disciplines and the real world.(2)In terms of the examination of core literacy,the five key elements in Singapore’s pentagonal model on core literacy in mathematics subjects correspond to the core literacy of mathematics subjects in Chinese high schools,and the analysis of the specific connotation and level of China’s core literacy shows that China and Singapore have a high proportion of the three qualities of mathematical operations,logical reasoning and mathematical abstraction,and less examination of the other three core competencies.Mathematics questions in China’s college entrance examination account for more than Singapore’s intuitive imagination literacy,and China’s geometry plate is more abundant;The Singapore college entrance examination mathematics test has more tests of mathematical modeling literacy and data analysis literacy than in China,and pays more attention to testing students’ ability to analyze and explore mathematical problems in the real world.The significance of international comparison is by no means to distinguish between goodness and bad,but to better defend the diversity of world cultures in today’s globalization development,this study analyzes China’s college entrance examination from an international perspective,explores the focus and shortcomings of China’s college entrance examination examination,and obtains the enlightenment for China’s college entrance examination mathematical propositions and high school mathematics teaching as follows: college entrance examination mathematical propositions should optimize the setting of the problem situation,balance the comprehensive difficulty factors of the test questions;increase the setting of inquiry-based questions and balance the core literacy test questions.Mathematics teaching in high schools should focus on actively creating problem situations and innovating mathematics classroom teaching methods;pay attention to the application of mathematics in the real world and guide the transformation of knowledge into ability;pay attention to the internalization of mathematical knowledge and cultivate students’ non-formal thinking. |
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