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.
New college entrance examinationGeometrytest question analysismathematical think-inghigh school mathematics
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