Examination questions are a carrier for teachers to examine students' learning achievements for a period of time, so when we set questions, we must make clear the purpose of the examination. The topic should be concise and clear. When doing the problem, we should choose a reading level suitable for students' age, so that students can understand it easily, and don't use some words that students can't understand, so as to avoid reading difficulties bringing difficulties to students in solving problems; The situation in the topic should be a life scene that local students are familiar with, and life scenes that students are difficult to understand should be used as little as possible.

Second, pay attention to the scientific nature of the topic.

Mathematics test questions are carriers of knowledge, and they contain rich knowledge. While analyzing the problems, students also absorb the knowledge in the problems and broaden their horizons. Therefore, we should pay attention to the scientific rigor of the topic content and try not to make some scientific mistakes.

For example, there is a question on the fifth-grade math test paper: a batch of steel pipes piled up in a construction site are trapezoidal in shape, with 4 on the top and 10 on the bottom, with 9 floors in total. How many steel pipes are there? From a mathematical point of view, there seems to be nothing wrong with this problem, but when you think about it carefully, it lacks scientific nature. When stacking steel pipes, each steel pipe should be placed between the two steel pipes below, not above each steel pipe. In this way, each layer below should have one more layer than the previous one, so there are only seven layers instead of 10.

Third, pay attention to the application of test questions.

Mathematics comes from life and is used in life. The course logo clearly points out that the content of students' mathematics learning should be realistic, interesting and challenging. Therefore, we should dig as much mathematical data around students as possible to make propositions, so that students can fully feel that mathematics is around us and the mathematics they have learned is valuable, thus stimulating students' strong interest in learning mathematics.