Guangzhou teaching and research experts said that this year's mathematics test materials reflect the connection between mathematics and real life, pay attention to social and economic development, scientific and technological progress and colorful campus activities, and comprehensively examine the "four basics", "four abilities" and "nine core qualities of mathematics" that junior high school students should have.

The structure of the test questions is stable, which adapts to the psychological characteristics of students from easy to difficult. The scores of easy, medium and difficult questions take into account both academic level and choice function, and there are no off-topic and strange questions. "Guangzhou related teaching and research experts said.

This math exam is oriented to openness and innovation, embodies the application consciousness and pays attention to guiding students' inquiry ability.

In recent years, it is a trend to gradually increase the openness and inquiry of test questions and cultivate students' application consciousness and innovative spirit, and this year's test questions are no exception. Guangzhou teaching and research experts said that 20 questions, 265 questions, 438+0 questions, 22 questions, 24 questions and 25 questions all have a certain degree of openness.

Among them, the 20th question is no longer asked by the usual way of simplification before evaluation. Instead, the factorization method is investigated first, and then students are asked to choose two of the given three algebraic expressions as numerator and denominator to form a score, and simplify the score.

The answer is not unique, but all of them need factorization to simplify the score, which highlights the value and significance of learning factorization.

Question 2 1 Use table tennis, which students are familiar with, as a case to calculate the probability to illustrate whether the rules are fair or not. The way of asking questions is relatively novel, which embodies the value and significance of learning probability and highlights openness and innovation.

Question 22 focuses on the problem of scheme selection, allowing students to use mathematical knowledge and reasoning calculation to determine the optimal scheme, reflecting exploration and application.

Questions 24 and 25 focus on the examination of inquiry ability, highlighting the selection function of mathematics test questions in senior high school entrance examination, guiding teachers to encourage students to carry out independent inquiry and hands-on operation in daily teaching, from special to general, from concrete to abstract, forming the ability to analyze and solve problems, and realizing the transformation of mathematics learning methods from problem solving to problem solving.