Simply fill in the blanks, and finally the big question "around" people.
"Fill in the blanks. I finished it in ten minutes." Outside the test center of Renmin Middle School, a boy from Meiyuan Middle School said excitedly. He told reporters that the overall feeling of the whole test paper was not too difficult. He did the first question of the next big question, but the second question of the last two big questions was not. "For example, the penultimate question about the role of' satisfaction' is about 200 words. I felt a little dizzy after reading it and gave up. However,' guarantee' is basically not difficult. " Zhang, a science candidate from Nanwai University, thinks that the front part of the test paper is moderately difficult, but the additional questions of the last 40 points are somewhat difficult and there is not enough time. Generally speaking, the overall difficulty of the examination questions is smaller than last year, and the fill-in-the-blank questions are relatively simple, but the last two questions are somewhat "cocky". Candidates generally believe that it is not difficult to get a basic score and a high score.
Comments by famous teachers
Strengthen the examination of mathematical application problems
Commentator: Yang Wenju, special-grade teacher of Huai 'an Middle School.
On the whole, the mathematics test questions of the 2009 college entrance examination reflect the characteristics of "overall stability and deepening ability", and strive to innovate and change while maintaining the characteristics of 2008; The examination paper can not only focus on the examination of basic knowledge, but also on the examination of ability. Judging from the candidates' feedback, the overall difficulty of the test questions is "not as difficult as expected", especially the last big question, which can also be started. The gradient of test questions is good, paying attention to the examination of cognitive ability and mathematical application ability, and striving for innovation while maintaining stability.
First, the test paper structure is stable, and the order of questions has changed. This year's math test questions, whether they are topics or additional questions, whether they are questions or questions, are consistent with those in 2008. However, this year, the application problem is on 19, and the sequence problem is on 17, which the teachers did not expect in advance. I think it is reasonable to move the series of questions forward and reduce the difficulty, which avoids the phenomenon that students spend a lot of time studying the series and get difficult points.
Second, the test questions emphasize the internal relationship between knowledge, pay attention to the overall height of the subject, pay attention to the comprehensiveness and mutual connection of each part of knowledge and the vertical connection of each part of knowledge in their respective development process, not relying on one question to check, but reflecting the ability requirements in multiple questions. 15 question examines the combination of plane vector and triangle knowledge. Set three questions, focusing on the examination of operational ability. It should be said that students are required at different levels; 16 examines the parallel and vertical problems between the center line and the plane of the regular triangular prism, examines the spatial imagination ability, and compares routines; 17 test sequence, in which the second question reflects the ability requirements of algebraic certification; Question 18 analytic geometry examines the ability to explore; Different from previous years, this year's last question examines functions with parameters and absolute values, and examines the thinking method of classified discussion. Of course, some students also reported that "getting started is easier than studying".
Third, highlight the "double-base" exam and strengthen mathematical thinking. From the content, the new content in the fill-in-the-blank question is also a comprehensive examination, such as complex number, probability, statistics, algorithm language, reasoning method and so on; The problem-solving problem highlights the key examination of the main knowledge, and the six major problems still examine the key knowledge such as function, sequence, trigonometric function, solid geometry, analytic geometry and mathematical application problems. In the way of mathematical thinking, the ideas of function and equation, combination of numbers and shapes, classified discussion and transformation are examined. The examination questions examine the higher-level abstraction and generalization contained in the process of the occurrence, development and application of mathematical knowledge. We should pay attention to generality, downplay special skills, and effectively test candidates' mastery of mathematical ideas and methods contained in middle school mathematics knowledge.
Fourth, strengthen the examination of mathematical application problems. A big change in this year's college entrance examination math problem is that the math application problem is placed in the fifth big problem (No.19), and the variables of the application problem are all in the form of letters, which improves the difficulty of the application problem, which is also not suitable for the majority of candidates. It shows that this year's college entrance examination paper not only tests knowledge and ability, but also reflects the innovation and development of the new concept of curriculum reform. In fact, it is to test students' mathematical modeling ability. That is, it not only examines the ability to observe, think and analyze practical problems from a mathematical point of view, but also examines the understanding and mastery of relevant knowledge and skills, so as to better reflect the ability of candidates to receive, process and output information and achieve the purpose of effectively examining comprehensive quality.
Fifth, it is relatively easy to attach paper, but it is more difficult to attach paper. Compared with 2008, it is relatively easy to get 160 in this year's main volume, but this year's additional volume does not examine spatial vectors, among which questions 22 (3) and 23 are more difficult to grade students.
Changed the habit of checking one or two questions in the past
Commentator: Song Jian, Taizhou Middle School, Jiangsu Province
On the basis of maintaining stability, the mathematics test questions of the college entrance examination in 2009 carried out moderate reform and innovation, which was close to the teaching practice and reflected the basic ideas and requirements of the new curriculum. Adhere to the idea of competency-based, and comprehensively test candidates' mathematical literacy and rational thinking from multiple angles and levels. The examination paper mainly has the following characteristics:
1. The questions are stable, highlighting the examination of basic knowledge. The structure, type and difficulty of the whole volume are basically stable, but the series of questions are moved forward to 17. According to the examination instructions, the examination paper highlights the examination of the basic content of the textbook. The gradient of the whole test paper has well realized the pattern of easy before difficult, low starting point, wide entrance and gradual deepening. Fill-in-the-blank questions are relatively peaceful and do not require too complicated calculations. Candidates should feel comfortable. Many questions come from textbooks, which are slightly higher than textbooks, such as 1, 2, 3, 4, 5, 7, 1 1, 15, etc. All of them are appropriately changed, transferred, integrated and innovated from textbook examples and exercises, giving people a sense of deja vu. The last six answers are from easy to difficult, and the knowledge and content involved are all foundations and routines. It's easy to start, but difficult to go deep. In the part of additional questions, the knowledge points are single and the conclusion is clear, which makes it easier for students to start. The two necessary questions have certain requirements for the transformation between mathematical language and mathematical thinking method, which is relatively difficult.
2. Multi-topic control has a good degree of discrimination. The second question of 17, 18, and the third question of 19 and 20 are more difficult, which changes the habit of only looking up one or two questions in the past, can effectively distinguish the groups of candidates with different ability levels, and is conducive to the selection of talents in colleges and universities.
3. Deepen the concept of ability and pay equal attention to knowledge and ability. The whole volume not only examines knowledge, but also pays attention to students' basic mathematical ability. Many test questions are actually not difficult, and the knowledge points are familiar, but candidates need to integrate their own knowledge to solve problems. For example, the second question of 17 is actually a common question. Many questions will be easier to answer if the correct thinking and direction can be found before the start, otherwise they will fall into complex calculations, such as 13 and 14.
4. Pay attention to contact and effectively examine mathematical thinking methods. Taking simple mathematical knowledge as the carrier, the examination paper comprehensively examines the most basic mathematical ideas and methods, which embodies the guiding ideology of attaching importance to essence and connotation, universality and generality, and downplaying special skills in the college entrance examination proposition, and has a good guiding role in mathematics teaching in middle schools. Many test questions focus on students' mathematical thoughts and methods in the process of solving problems in specific situations. For example, 20 questions take quadratic function as the carrier, focusing on the idea of classified discussion and the combination of numbers and shapes.
5. Strengthen the awareness of application and embody the basic idea of "applying what you have learned". After pattern recognition, the test of application problems is set on the application of mathematical methods. 19 is based on the satisfaction in life, and the question type is long, so candidates need to read the question patiently. Pattern recognition is more convenient, which tests students' ability to transform written language into mathematical language.
6. Pay attention to inquiry and enhance the sense of innovation. Some topics are innovative in examining basic knowledge points, and the topic design is flexible. For example, the question (2) in the math volume 17 and the question (2) in the math volume 18 are both longitudinal explorations of a problem to examine students' innovative consciousness.