Research On The Mathematics Exam Questions Of Zhejiang Province College Entrance Examination Under The New College Entrance Examination Evaluation System

As the first batch of pilots for the reform of the new college entrance examination,Zhejiang Province implemented the liberal arts non-discipline after the launch of the new college entrance examination reform in 2014,and the Zhejiang college entrance examination questions were implemented in 2017.The "General High School Mathematics Curriculum Standards(2017 Edition)" puts forward the six core qualities of mathematics.In 2019,the Examination Center of the Ministry of Education promulgated the "China College Entrance Examination Evaluation System",which is used to guide the content of the college entrance examination and the work of college entrance examination propositions.It can be summarized as the requirements of "one core,four layers,and four wings".Under the background of the reform of the new college entrance examination,what are the characteristics of the test questions of the Zhejiang paper,whether it can meet the requirements of the college entrance examination to foster morality,serve the selection of talents,and guide teaching,and whether it has implemented the examination of the core literacy of mathematics in the college entrance examination,Whether it can meet the requirements put forward by the college entrance examination evaluation system has attracted much attention.This research first uses the literature research method to research and summarize the current research status of the test questions,the new Zhejiang college entrance examination reform and the research status of the mathematics test questions based on the Chinese college entrance examination evaluation system,and the research tools of the test questions.On the basis of literature research,according to the comprehensive difficulty coefficient model and the core literacy evaluation framework,the test questions of the 2017-2020 Zhejiang volume are analyzed.The main line of function,geometry and algebra and the main line of statistics and probability are statistically and analyzed from three aspects: the distribution of question types and knowledge points,comprehensive difficulty and core literacy examination.Then according to all aspects of the overall analysis of the Zhejiang paper test questions.Finally,draw the conclusions of this research and put forward two suggestions on the question proposition system of the college entrance examination and high school mathematics teaching according to the conclusions.The main conclusions of this study are as follows:(1)The main-line test questions are staggered,each performing its own dutiesThe test questions of the Zhejiang paper are appropriate in terms of difficulty,reliability,validity,and distinction.The test questions of each main line play a different role in assessing the necessary knowledge,subject quality,and key abilities of students,which are in line with the college entrance examination system in China's college entrance examination evaluation system.It has the functions of cultivating people,serving talents and guiding teaching.(2)Zhejiang college entrance examination mathematics test questions have low contextuality and lack of innovationThe Chinese college entrance examination evaluation system points out that the situation is the carrier of the college entrance examination.The situational nature of the mathematics test questions in the Zhejiang paper is not high,so it is difficult to test the comprehensive ability of students to solve problems in a real context.(3)The overall characteristics of Zhejiang paper regardless of the background of liberal arts and sciences: focus on generality,fixed test question types,less penetration of mathematical culture,less examination of the core literacy of mathematical modeling,knowledge acquisition,and practice The key ability of operation is less tested,and the application of mathematics is lacking.Based on the conclusions of the research,suggestions are made on the predetermination of examination questions and high school mathematics teaching:(1)Create examination question contexts and permeate mathematics culture(2)Strengthen examination question innovation and examine key abilities(3)Consolidate the "fourth" in high school math teaching The foundation stone(4)continues to deepen the implementation of core mathematics literacy(5)attaches importance to mathematical modeling and mathematical inquiry practice activities.