Analysis And Thinking On The Situation Of College Entrance Examination Physics Question

With the full implementation of the comprehensive reform of the college entrance examination,“situation” has become the carrier of the college entrance examination.By analyzing the situation of college entrance examination test,the characteristics of the situation creation of college entrance examination test can be more familiar,which contribute to guide students to change from exercising questions to solving problems and prepare for the examination scientifically and effectively,making the college entrance examination play the role of baton.By digging deep into the connotation of the test situation,this study analyzes the test situation in the national papers I,II,III from 2017 to 2022 and the Guangdong papers from2021 to 2022 from three aspects : “ identifying parameters,content parameters and dress-up parameters” based on situational typology.The conclusions are as follows:“In terms of content parameters”,the distribution of the proportion of “the number of knowledge modules mobilized” in all test papers tends to be consistent,with no significant difference,as does the “ability mobilized”.On the “problem solving methods used”,the national paper and the Guangdong paper “using mathematical methods and formulas to solve“In terms of identifying parameters”,both the national volume and the Guangdong paper have more “constructed” test questions than “real” test questions,and the question types of the test papers are relatively fixed.They are presented in the form of “problem solving,answer selection,explanation or suggestion,chart drawing,and blank filling calculation”.Among them,“providing explanation or suggestion” appears least frequently in each test paper.All situations of the test papers are closed.The “known condition nature” of all test situations is diverse,all of which are “only letters,only words,only numbers,and mixed ”.Among them,the “mixed” test questions tend to be consistent.The situational sources of all test questions are the same,all of which come from “subject knowledge,natural life,scientific inquiry,frontier of science and technology or history of science and technology and sports events”,and “sports events” account for the least proportion,while “scientific inquiry” accounts for a large and stable proportion.In addition,the proportion of “natural life ”and “history of science and technology or frontier of science and technology” is close.”tend to be consistent,without much fluctuation,among which the national paper I and the national paper II are relatively high in “using mathematical methods and formulas to solve”.“In terms of dress-up parameters”,the proportion of test situation presented by the combination of “word and picture” is similar,which is more than half of all test papers,and gradually shows an upward trend.For the treatment of “known conditions”,the proportion of“obvious and unchangeable” test situations in the national paper I,national paper III and Guangdong paper is close,and the “intrusive” test situations appear more frequently in 2021 and 2022,which indirectly shows that in the past two years,more attention has been paid to“intrusive known conditions” in the test proposition.The combination of the situation in all the test papers and the test questions is relatively close,mostly “fusion” situation;the proportion of “familiar or conventional” situations fluctuates around 80.44 %.Through the analysis of the above results,combined with the author ’s understanding of high school physics teaching,the following teaching and preparation suggestions are put forward :First,pay attention to cultivating students’ modeling ability while teaching,by which can create real situations in combination with specific problems and guide students to build models based on situations,so as to analyze and solve problems.Second,pay attention to the analysis and expansion of the test situation source,and give feedback to the teaching process.For example,combine sports activities to create situations,which contributes to trigger students’ perceptual experience,stimulating students’ interest and curiosity,etc.Third,pay attention to the integration of different knowledge modules,and cultivate students’ ability that use knowledge to solve problems.Fourth,pay attention to the application to symbolic-graphic combination in problem solving,so that students can analyze problems from multiple perspectives.Fifth,pay attention to the visualization of the test situation,increasing the presentation of the situation,and at the same time have the awareness of creating new situations,which implement the teaching concept of “from life to physics,from physics to society”.