First, the questions are simple and extraordinary, and the evaluation system leads the subject teaching.
Mathematics test questions in 20021year have the characteristics of smooth transition of propositions, which strengthens the proportion of basic test questions, closely follows the curriculum standards and teaching materials, and pays attention to the examination of basic knowledge, basic skills, basic ideas and basic activity experience. The starting point of the whole volume is low, the gradual design is meticulous and reasonable, and it is easy to understand, which conforms to the cognitive law and level of junior high school students and provides a direction for students' thinking. It embodies the requirements of junior high school academic level examination. Compared with the mathematics test paper in 2020, it has remained stable in question types and questions.
Question 7: Ruler drawing not only requires students to use the mathematical principles they have mastered for reasoning, but also requires students to accurately identify the wrong drawing according to the ruler drawing method; Question 1 1 Common usage based on learning tools. By redesigning from the perspective of placing learning tools, we can explore the internal relationship between knowledge, create test questions on the basis of fully understanding and excavating teaching materials, cultivate students' thinking habits and quality, and promote the development of students' mathematical thinking.
Second, the examination method is ingenious, and the "five educations are carried out simultaneously" with true feelings.
202 1 Math test questions further enrich the selection range of test questions, create rich realistic cultural situations, design test questions with students' personal and social life as the background, embody various applications of mathematics, build a bridge between mathematical knowledge and problems, and guide students to truly feel the application value of mathematics in the process of solving problems with mathematical knowledge. Adhere to the "four wings" guiding principle of the Ministry of Education, that is, "basic, comprehensive, applied and innovative". Fully implement the fundamental task of moral education, reflect the correct direction of educating people, promote and promote students' all-round development and healthy growth, and develop quality education.
Questions 2, 5, 17, 19 Creating situations according to the regional characteristics that students are familiar with, and combining situation creation, material selection and values guidance with the national development trend and Changchun development will help to reduce students' excessive academic burden. The natural integration of socialist core values in the test questions guides students to pay attention to society, cherish the motherland, cultivate feelings of loving the party, patriotism and socialism, and consciously shoulder the mission of fighting for the great rejuvenation of the Chinese nation. Properly grasping the proposition orientation has played a good teaching leading role.
2 1 The topic is designed on the background of "the floating arrow is out of time" recorded in "Nine Chapters of Arithmetic", taking the whole process of establishing a function model as the main line, further investigating and analyzing the relationship between quantity and quantity, determining independent variables and dependent variables, and then clarifying the corresponding rules. On the basis of paying attention to mathematical activities, this topic guides classroom teaching and students' learning to pay more attention to the main line and essence of functions. Adhering to the guiding principle of "one core" of the Ministry of Education, that is, "educating people, serving talents and guiding teaching", it not only plays the educational function of examination questions, but also guides students to apply what they have learned in new problems and situations, which has played a good guiding role in classroom teaching. Let students feel the charm of mathematics culture while reading, analyzing and reasoning, and realize education and cultural education, which not only meets the inevitable requirements of socialist core values education in the new period, but also enhances cultural self-confidence and highlights the educational and scientific value of mathematics.
Third, free from vulgarity and innovation, thinking development with emphasis on literacy.
202 1 Mathematics test focuses on the examination of thinking breadth, and the design of the test reflects the necessary ability to understand, analyze and solve problems with high quality. Based on the main knowledge of the subject, the whole volume pays attention to the examination of the nature of the subject, which embodies the function of selecting test papers. Examining students' analysis of the complexity and profundity of the problem at a higher level highlights the "four levels" guiding principles of the Ministry of Education, namely "core values, discipline accomplishment, key abilities and necessary knowledge".
Question 22, as a characteristic test in Changchun, insists on the investigation of "practice and inquiry" of geometry knowledge, takes "folding", one of the key knowledge of students' study, as the main background, and takes practical operation, exploration and discovery, proof and conjecture as the main line of activities, so that students can experience the general process of learning and research, start with special circumstances, and then study the characteristics of a kind of "figure folding problem", explore and solve problems, and accumulate activity experience in practice and inquiry.
Question 23 continues the previous style and examines students' ability to identify, analyze and refine basic geometric figures and their properties in question situations. By drawing, observing and analyzing the whole process of graphic movement and change, we can guess and explore the relationship and law between the number of geometric figures contained in it, so as to investigate the general methods for students to intuitively grasp geometry and explore problems. The gradient of problem setting is peaceful and friendly, which leads the teaching to return to the normal classroom teaching in line with students' cognitive characteristics and the law of discipline development, creates a good educational ecology for middle school students to "reduce their burdens" and promotes the in-depth implementation of quality education.
Question 24, on the basis of examining the main knowledge and basic properties of quadratic function images, guide students to combine the increase and decrease of quadratic function images and use the method of combining numbers and shapes to reason, focusing on examining students' ability to think and reason by using the main knowledge and learning experience accumulated in junior and middle schools. Students can choose different methods through in-depth analysis of problems, which reasonably reduces the amount of calculation, reflects the examination requirements for students' ability and literacy, and realizes the function of distinguishing test questions.
To sum up, the mathematics test questions in 20021Changchun Junior High School Academic Level Examination fully reflect the positive guiding role of taking students' development as the center and educating people in an all-round way. Highlight the examination of required knowledge, key ability, subject accomplishment, core value, humanistic spirit and accomplishment. Actively explore the new model of junior high school academic level examination reform, and strive to build an examination content system for cultivating new people with ideals, skills and responsibilities. Grasping the relationship between stability and innovation, stability and reform will play a positive role in promoting the comprehensive reform of senior high school entrance examination and guiding the mathematics teaching in middle schools.