Study Of Setting Mathematics Question And Objective Questions Application In College Entrance Examination

The college entrance examination, as a national education examination system, is the most concern of the society. Mathematics has always been one of the most important, necessary subjects to college entrance examination. Therefore, studying and improving the quality of setting mathematics questions in the college entrance examination has many aspects of significance. This study, using the method of historical document method and statistical analysis, analyse the setting mathematics question in college entrance examination since the founding of new China. Respectively from three stages of 1949-1982,1983-1999,2000-2014, from two aspects of the structure and the examination content, the situation of setting and application of mathematics objective questions in calendar year college entrance examination were analyzed. Statistical analysis showed that during the calendar year of 1949-1982, the setting mathematics question in college entrance examination has a topic by subjective questions primarily, examination content being not fixed, and the coverage of the narrow and some part of junior high school knowledge becoming focus during the characteristics and problems. The characteristics of setting mathematics question in 1983-1999 year college entrance exam is:Objective questions came out and the quantity of choice question is more; The full score of paper out increased from 120 to 150; The score of single choice question increased gradually; The full score of whole objective questions out of the full score of whole paper increased gradually to about 50%. Since the new century came, the problems of mathematics objective questions application in college entrance examination show at three aspects: first, the score of single choice question and completion is too big, leading to the decrease of reliability, validity and differentiation of mathematics test in college entrance examination, to some extent. Second, objective questions are unable to check all the content of the "Exam Outline" (or Exam Explanation) requires. On the one hand, examination to "knowledge module" is not fixed, not comprehensive. On the other hand, the examination to content of "knowledge module" is not comprehensive. Third, the solving steps to some objective questions are too much, leading to costing too much time. In view of problems in mathematics test in the college entrance examination, this study proposed four orientations about the reform to setting mathematics question in college entrance examination:first, increasing the quantity of objective questions, and decreasing the single score; Second, "knowledge is important, step is simple"; Third, "one module with many surface", comprehensive conception; Fourth, "one question with multimode", module cross.