| Since the promulgation of the “General High School Mathematics Curriculum Standards”in 2018,high school mathematics education has established the classroom teaching and examination evaluation guidance of quality intention,which has attracted extensive attention of teachers and middle school examination propositioners in the stage of compulsory education,and infiltrated the core quality into classroom teaching and examination evaluation.High school entrance examination is the most important final examination in the stage of compulsory education.It has the dual attributes of qualified examination and selective examination.Its proposition orientation has an immediate effect on front-line teaching,changing teaching methods and optimizing teaching strategies.It is of theoretical and practical significance to analyze the characteristics and trends of the core literacy examination in the middle school entrance examination questions,clarify the propositioner’s intention to promote the core literacy to be rooted in classroom teaching,guide the teaching and research of primary and secondary school teachers to turn to the core literacy,and promote the teaching reform.Although the concept of core literacy is not clearly put forward in the stage of compulsory education,the ten core concepts in the mathematics curriculum standard for compulsory education(2011 Edition)can be established corresponding to the mathematics core literacy,and the evaluation framework of mathematics core literacy in the stage of compulsory education can be established on the basis of previous research.In this framework,the six mathematical core qualities are divided into three levels,and combined with the characteristics of compulsory education and the connotation of mathematical core literacy,this paper describes the specific performance of the three levels of mathematical core literacy,which can better calibrate the mathematical core literacy and its level in the test questions,and has strong operability.Based on the core literacy evaluation framework,this paper makes a statistical analysis on the mathematical core literacy and level of 39 middle school mathematics examination questions in 13 prefecture level cities of Jiangsu Province from2019 to 2021,considers in combination with regional differences,year changes and test question characteristics,analyzes its deep-seated reasons,and obtains the following conclusions:(1)All 39 questions tested six core literacy,but the distribution is uneven,The examination proportion of mathematical operation,visual imagination and logical reasoning literacy is high,and the examination proportion of mathematical abstraction,mathematical modeling and data analysis literacy is low;(2)The proportion of 39 test questions for core literacy level 2 is the highest among all levels,accounting for 50%,while some prefecture level cities have obvious differences in the proportion of level 1 and level 3;(3)The examination of mathematics core literacy among regions has not obtained a unified understanding,with high regional autonomy and strong flexibility.(4)There is no unified understanding of the examination of mathematical core literacy among different regions.For example,Nantong paper attaches importance to the examination of mathematical operation level 3,while Wuxi paper attaches importance to the examination of mathematical operation level 1 and intuitive imagination level 2.Regional propositions are highly independent and have their own characteristics.According to the research,this paper puts forward the following suggestions :(1)Test-takers should improve the test-oriented consciousness of accomplishment conception,consciously infiltrate the core accomplishment into the examination questions,and effectively promote the implementation of "double reduction";(2)To establish scientific proposition standards,so that the core literacy propositions have rules to follow,rather than separate;(3)Closely follow the development of national policies,promote the unified proposition model of the high school entrance examination as a unit,integrate the superior resources of various places,improve the quality of the proposition,and promote educational equity;(4)Implement mathematics core literacy in classroom teaching,pay attention to basic mathematics knowledge teaching and create realistic situation... |
