摘要
研究新高考实施后高考几何试题,对完善和优化试题命制、指导教学实践有重要意义.本文基于新高考政策大规模实施的最初两年(2020-2021年)教育部考试中心统一命制的14套全国卷,从考查内容、题型、频数、分值、设问特点和新高考改革导向几个方面对"几何"试题统计分析.结果发现,高考考试内容基于新课标,基础考点多、考查范围广、涉及卷面所有题型;考查形式相对稳定、分值分配均匀、各题型考查知识有偏重,注重考查逻辑推理能力;试题命制衔接初等几何和大学几何;侧重直观想象素养,弱化单一知识点的考查;试题具有精确的区分度,兼顾"综合性和基础性";新旧高考试题在考查内容、形式和设问特点上均有显著差异,新高考注重考查对核心概念的深刻理解.最后基于研究结论,本文对高中数学教学和高考试题优化提出了建议.
Abstract
The analysis of geometry test questions from the college entrance examination,conducted following the implementation of the new college entrance examination,is of great significance in impro-ving and optimising the test questions and guiding teaching practice.This study analyses the geometry test questions from the Examination Centre of the Ministry of Education,which produced 14 sets of na-tional papers in 2020-2021.The analysis considers the following aspects:examination content,ques-tion types,frequency,score,questioning characteristics and the orientation of the reform of the new college entrance examination.It can be seen that the examination content is based on the new curricu-lum standard,with a significant number of basic test points,a wide range of questions,and a compre-hensive coverage of all types of questions on the paper.The examination format is relatively stable,with a well-balanced distribution of scores and a focus on specific types of knowledge.The logical rea-soning ability of the examinees is tested through questions formulated to connect elementary and univer-sity geometry.Intuitive and imaginative literacy,rather than the examination of a single point of knowl-edge,is given particular attention.Furthermore,questions are designed to differentiate levels of com-prehension,with the objective of ensuring comprehensive and basic coverage of the syllabus.The new and old examination formats differ significantly in terms of content,format and questioning characteris-tics.The new format is designed to assess deep understanding of core concepts.Based on the conclu-sions of the study,recommendations are made for optimising the examination questions and for teaching high school mathematics.
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