| With the advancement of the curriculum reform and the deepening of the reform of the college entrance examination,the proposition system of mathematics questions in college entrance examination has changed greatly.It not only pays attention to the achievement of students' core competencies in mathematics,but also focuses on examining students' innovative consciousness and ability.Innovative education is the core of quality education,and it is particularly important in the college entrance examination with the written test as the evaluation system.Since 2000,a batch of innovative mathematics questions based on ability have appeared in the college entrance examination,which has attracted many educators to carry out a series of researches on them.The research on test questions has always been a hot issue in the educational field,but there is no systematic research theory for reference.So most of the researches are "the benevolent see benevolence,and the wise see wisdom".As far as innovative test questions are concerned,how to define them and from which perspectives to study are issues that researchers need to think about.This paper attempts to analyze and evaluate the innovative questions in the college entrance examination from 2012 to 2021,and discusses the proposition strategys of the innovative questions according to their examination status and the attitude of mathematics teachers.The first is the theoretical research.By sorting out relevant literatures and theoretical thinking,this paper completes the definition of the innovative mathematics questions in the college entrance examination,discusses the proposition theory of the innovative mathematics questions,and establishes respectively the analytical frameworks for the innovative mathematics questions of "new definition","history of mathematics" and "high point of view".Secondly,this paper using the text analysis method to statistically analyze the three types of innovative questions in the college entrance examination in the past ten years.It is found that most of the innovative questions in the college entrance examination are of the "new definition",with the least of the "high point of view".Among them,the innovation questions of the "new definition" presents the proposition characteristics of "diversified form,wide coverage,and multi-level ability";the innovation questions of the "history of mathematics" presents the characteristics of "focusing on mathematical propositions,focusing on adapting mathematical historical materials,skillfully integrating problems with historical materials,tending to examine knowledge of geometry,and focusing on examining students' ability to transfer knowledge";and the innovation questions of the "high point of view" presents the proposition characteristics of "small number,narrow knowledge,and low focus".In addition,the quality of three types of innovative mathematics questions is uneven and needs to be further optimized.Thirdly,using the questionnaire survey and interview method to investigate the attitudes of high school mathematics teachers in Guangxi on the innovative questions of mathematics.We learned that some front-line math teachers do not have a deep understanding of innovative questions,and they have difficulties in formulating innovative questions.Although there are some deviations in their understanding of innovative questions,most of them still recognize the educational value of innovative questions.Finally,combining the propositions of innovative questions and teachers' cognitive status,this study summarizes three strategies for formulating innovative questions:Thriving-generalizing and transfering the definition by yourself;Running through ancient and modern times-integrating the background of mathematical culture;Climbing high and looking far--delegating advanced mathematics to high school.And this study also analyzes the principles of using the above propositional strategies in combination with some typical innovative questions in the simulation paper. |
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