Research And Teaching Enlightenment On The Tracing Of Three-dimensional Geometric Target Questions In College Entrance Examination Based On Teaching Materials

Teaching materials are important texts for the realization of national education goals,content carriers for teacher-student interaction in class,and Windows for students to develop their own abilities and explore the mathematical world.Teaching materials are the source of college entrance examination.Therefore,how to grasp the source of teaching material is of great significance to guiding teaching and reviewing.In this paper,the three-dimensional geometry of the recent five years of the college entrance examination mathematics questions as the target question(namely the target question)is studied,it is found that a large proportion of the target questions of the college entrance examination come from the three-dimensional geometry part of the textbook examples and exercises(namely the source question).In view of the above problems,first of all,a comparative study is conducted on the target questions and textbook questions in the recent five years,and a comprehensive difficulty model is introduced to evaluate the consistency relationship between the two questions.It is found that the ratio of target question and source question in five dimensions tends to be about 1.3,which confirms the highly matched characteristics of the two questions.In addition,the situation difficulty of the textbook source questions is significantly higher than that of the college entrance examination target questions.Secondly,on this basis,the content of target traceability is further analyzed,and the process of three-dimensional geometric target traceability for2017-2021 college entrance examination is elaborated in detail.Three types of target questions derived from source questions are summarized: situational variation(20.40%),factor variation(62.22%)and question type variation(17.38%).Finally,based on the above three traceability forms,the corresponding teaching enlightenment and teaching design cases are proposed.