Reducing the difficulty is the biggest feature of chemistry test questions. Candidates generally believe that difficult industrial process problems did not appear in the test paper as expected. Instead, 27 questions are response principle tests, with moderate strangeness and difficulty, and candidates can answer them more easily. In addition, many problems remain relatively stable and have not changed much. For example, Experiment No.26 still follows the propositional model in recent years, taking the preparation of organic matter as the carrier, and mainly investigates the chemical experimental skills such as preparation, separation and purification of substances. The examination form is highly similar to last year, and it is not difficult for most candidates. The adjustment of the difficulty of the test questions has also eliminated the doubts of the majority of candidates about the difficulty of the chemistry test questions in recent years.

The emphasis is on the main knowledge of middle school chemistry. Redox reaction, electrochemistry, chemical equilibrium, writing of organic isomers, thermochemistry and other core teaching contents. It is still the focus and hot spot of the exam. Some questions are drawn directly from textbooks. For example, if you choose question 8, the four options are all the original texts of textbooks or exercises after class, which fully embodies the proposition principle of "from textbooks, higher than textbooks, in books and outside books".

It better embodies the subject value of "chemistry serving the society". Test questions are closely related to production and life practice. For example, the eighth multiple-choice question requires chemical knowledge to explain social and life phenomena; The 26 th compulsory question requires the synthesis of isoamyl acetate, a bee pheromone, by using the knowledge already used; Question 28: Combining with the actual industrial production, direct hydration or indirect hydration to synthesize ethanol has played a good guiding role for candidates to correctly understand the value of chemistry.

The purpose of the concept of ability remains unchanged. Although the difficulty of the test questions has been reduced, the requirements of the ability test have not been reduced. The examination of ability in the test questions is mainly manifested in: (1) paying attention to the examination of computing ability. For example, questions 1 1, 26 and 28, and questions 36 and 37 of multiple-choice questions all involve the examination of computing power. But there is almost no pure technical calculation, mainly highlighting the use value of chemical calculation. (2) Pay attention to the analysis ability and data processing ability of chart information. For example, the question 1 1 needs to use the solubility curve of silver bromate to judge its various properties, and it is indeed a good question to examine the thinking ability of candidates from multiple angles; The same is true of question 28. (3) Highlight the examination of thinking quality. For example, judging whether NaH2PO2 is a normal salt in question 27 requires a deep understanding of the meaning that hypophosphorous acid is a strong acid; The calculation of balance constant of 28 questions requires candidates to learn and use information in a very short time. (4) Highlight the examination of chemical quality. The proportion of experimental questions has increased compared with previous years. In addition to question 26, which focuses on organic experiments, there are two more multiple-choice questions, which fully shows that chemistry is an experiment-oriented subject. The multiple-choice question 13 involves that nitric acid has different properties due to different concentrations, which embodies the core chemical concept of the influence of conditions on chemical reactions; Question 27 and question 4 examine whether students can use the model method to solve more complicated practical problems.

Physics focuses on ability and application.

The problem is stable and focused. The difficulty of the test questions is slightly lower than last year. The test questions include 8 multiple-choice questions (single-choice questions and multiple-choice questions are separated), 2 experimental questions and 2 calculation questions. The selection part is multiple-choice questions plus calculation questions, which has not changed from previous years, and conventional questions account for a large proportion. Judging from the distribution of required knowledge points, this year's electromagnetic part test scores increased, and the proportion of electric field problems increased.

Pay attention to the examination of "double bases". 14 question examines the conditions of induced current generation; 15 questions examine the concept of ampere force; 16 question investigates the motion law of charged particles in magnetic field; 2 1 topic examines the concept of electrostatic field; The 23 rd experiment topic is mechanical experiment, which is clearly required in the outline without any deformation; Question 23: Measuring the circuit with a box of one meter method is migrated from the experimental prototype of the teaching material. These contents belong to the category of basic knowledge and basic ability. Some topics are adapted from textbooks or previous college entrance examination questions, which makes candidates feel deja vu, but they are full of new ideas.

Pay attention to combining with practice. For example, topic 19, "Planets Rushing to the Sun" and topic 24, "Maximum Speed of Safe Driving in Rainy Days" are closely related to reality, which embodies the subject value of physics.

Pay attention to methods and examine abilities. For example, 14 draws lessons from important experiments in the history of physics development and pays attention to the establishment process of physical laws; 19 questions examine students' ability to obtain useful information from charts, model practical problems and comprehensively analyze and solve problems by using the law of universal gravitation; Questions 22 and 23 both involve the physical model, the functional relationship between physical quantities and the mutual transformation between images, highlighting the characteristics of combining mathematical thinking with physical thinking.

Pay attention to application and be brave in innovation. For example, 17 skillfully combines Newton's law of motion with balance and Hooke's law; Question 25 creatively combines projectile motion, compound field and kinetic energy theorem, which has both foundation and flexibility, and it is difficult to comprehensively analyze the problem with basic viewpoints.

Biological multi-angle detection ability

The overall difficulty of biology test questions is moderate, there are no off-topic and strange questions, the difficulty ratio of test questions is appropriate, and the transition is smooth. The stem information of the test questions is concise and easy to read, which reduces the interference caused by too many situational settings. However, the genetic test questions that lost more points in previous years are also very peaceful this year, thus reducing the difficulty of the test questions.

The main knowledge is outstanding. The core concepts highlighted in the whole paper are: transmembrane transport of substances, photosynthesis, homeostasis of internal environment, respiration, plasma-wall separation, genetic pedigree, interspecific relationship, mitosis experiment, nuclear function, community succession, genetic experiment, hybrid breeding and monoclonal antibody, which are the main teaching contents of middle school biology.

Closely combining teaching materials is a prominent feature of biology examination questions. Some test questions are directly extracted from the content of the textbook and reformed and upgraded. For example, question 29 is based on the experiment of plant mitosis in the textbook, question 30 examines the related content of community succession, and question 32 directly examines the basic knowledge of inheritance.

Strengthening the examination of ability better reflects the requirements of the examination syllabus for candidates' ability. This feature is reflected in several subjective questions. Question 29 examines the relevant contents of mitosis experiment and nuclear function in the textbook, highlighting the examination of experimental skills and concept teaching, and has a novel idea; The community succession involved in question 30 is a unique content of the new curriculum standard textbook, and the test site is relatively novel, which is a new proposition of ecology; 3 1 topic involves osmotic pressure balance, which is intended to examine students' ability to analyze and solve problems; Question 32 is about cross breeding, focusing on logical thinking ability and expression ability. The knowledge involved is not deep, but the ability requirements are high and there is a good degree of discrimination. Candidates must be careful in thinking and rigorous in expression in order to get high marks.