Very thin, very thin, corrosive and embarrassing. Sorry, sorry, sorry, sorry, sorry, sorry. Rudder, rudder, rudder, rudder, rudder, rudder, rudder, rudder, rudder, rudder, rudder; One of the important ways to do a good job in the evaluation of test paper education is to compile test questions and quantitatively evaluate teachers' teaching and students' learning through test paper scores. Writing mathematics test questions, especially provincial and municipal quality test questions, as well as college entrance examination and senior high school entrance examination questions, is oriented in content and evaluation criteria, which makes our teaching content, purpose and methods change with its orientation. Therefore, the guidance, comprehensiveness and appropriateness of the test questions, as well as the scientific and ideological nature of the subject knowledge it carries, become very important, and even directly affect the level of basic education. How to do a good job of examination paper, combined with the feelings of participating in the first batch of expert teacher training in middle schools in Xiamen and participating in quality inspection proposition many times, talk about how to do a good job of high-quality examination paper. First, several common problems in the test paper 1. There are wrong questions in the test paper (the minimum requirement of knowledge proposition and the most difficult requirement to achieve), such as the 2005 Fujian Mathematics College Entrance Examination 12. (X F is a odd function with a period of 3 defined on R, and 0) 2 (the minimum number of solutions of f in the interval (0,6) is () A.2b.3c.4d.5 There is no correct answer among the four answers. Another example is a math test in a certain place: if the circumference of a triangle is 30cm and the area is 75cm2, the radius of the inscribed circle of the triangle is equal to _ _ _ cm. Solution: Let the three sides of a triangle be A, B and C, and the perimeter be. Then there is s =12ar+12br+12cr =12 (a+b+c) r =12pr, so, r = 2S p. Substitute S=75, p=30. But in this way, an embarrassing problem immediately appeared: when the radius of the inscribed circle is 5cm, the area of the inscribed circle will be 25π cm2, which is even larger than the area of the triangle (75 cm2)! What the hell is going on here? It turns out that the area and perimeter of a triangle are intrinsically related: based on Qin Hailun formula and mean inequality, s = s (s-a) (s-b) (s-c) ≤ s (s-a)+(s-c) 3 3 = s3s-2s33 = 39s2 = 336p2 (where s =/kloc-) That is, the inequality between the area and perimeter of a triangle must be satisfied: S≤ 3 36 p2 (if and only if a=b=c takes the equal sign). It is easy to verify that the inequality between the area and perimeter of the triangle in the above-mentioned middle school exam questions is not satisfied: S≤ 3 36 p2. In other words, a triangle with a circumference of 30cm and an area of 75cm2 does not exist at all! In fact, the area of a triangle with a circumference of 30cm will not be larger than 25 3cm2；; The perimeter of a triangle with an area of 75 square centimeters shall not be less than 30 4 3 centimeters. In 2005, the senior high school entrance examination in Pingliang City, Gansu Province was retaken by 40,000 candidates due to mistakes. After the deputy director and director of Pingliang Education Bureau were severely dealt with by the municipal party committee and municipal government, the director of the teaching and research section of the Education Bureau responsible for specific work was also given administrative warning. Even in the American Olympic Games, there were mistakes and so on. In addition, the expression of the test questions is not standardized (the language expression is not standardized, which is inconsistent with real life, such as taxi pricing and telecom pricing. ) is also a common mistake in various test questions. 2. Use the existing test paper (download the test paper). Due to the different students' foundations and the changes in the curriculum, the finished test paper may not be suitable for their own teaching, so it is necessary to process the finished test paper. 3. The choice of test questions is unscientific, and the reliability and discrimination are distorted (there are usually four important factors to measure the quality of the test) ① Reliability. The reliability of test refers to the reliability of test results, which will produce relatively stable and consistent results for any student. ② Validity. Validity refers to the accuracy of the examination, which reflects the degree of conformity between the examination content and the teaching syllabus or examination syllabus. An efficient test paper can accurately test the authenticity of students' mastery and application of what they have learned. 3 difficulty. Average score/perfect score. It can be slightly adjusted according to different exams, and it is recommended to control it at around 0.75. If it is greater than 0.85, it is easy; if it is less than 0.65, it is difficult. ④ Degree of discrimination. Test students' different levels and really separate the excellent, average and poor students. Second, the basic principles and precautions that the proposition should follow: 1. Scientific principles. The principle of scientificity refers to ensuring that the test questions are scientific and accurate, and there can be no intellectual mistakes, thus ensuring the scientificity and correctness of the proposition. The language description is concise and easy to understand, and there are no mistakes in the collocation of pictures and texts. The purpose of the examination is to strengthen and consolidate the basic scientific knowledge learned in middle school and useful for students' lifelong development. Therefore, the lifelong test questions must be scientific, otherwise it will delay students. In particular, some exercises that have been in the wrong state for a long time in some materials, or some negligence problems in large-scale exams, should be targeted to point out some exercises, go back to the source, and restore their real scientific knowledge. For example, people's understanding of bee vocalization is introduced in 100 thousand whys, which has influenced most of them. (At the 18 National Youth Science and Technology Innovation Competition, 12-year-old Nie Li wrote the scientific paper "Bees don't flap their wings to make sounds", which won the silver prize for outstanding science and technology projects in the competition and the special prize for popular science in Gao Shiqi. The principle of humanism refers to the establishment of people-oriented thinking when putting forward propositions. On the one hand, people should be kind and caring. In the overall conception (including difficulty distribution, problem setting, etc. ) and the design of specific topics, we should face all students, consider their actual level and way of thinking, put ourselves in their shoes and leave them enough time to think, which will help them develop their level, let them get a good emotional experience and realize the happiness of thinking. Use materials at the same time. On the other hand, it is necessary to properly combine the humanistic theme in social life, compile appropriate mathematics test questions, guide teaching to pay attention to people and society, attach importance to integrating with practice, and give full play to the educational role of test questions. Science and humanities play a fundamental role in the proposition of senior high school entrance examination. Only by realizing the organic combination of the two can they complement each other. 2. The principle of stability and innovation The principle of stability means that the proposition should be based on the reality of student education and relatively stable in difficulty, direction and structure. It is not appropriate to make too many changes to one mode at a time. For example, the Five Plans of College Entrance Examination in Jiangsu Province have been criticized by the society. Proposition reform should be gradual, not overnight, which is conducive to inheriting the advantages and characteristics accumulated over the years, to the relative stability of teaching order and to the stability of examination questions reform. But stability is relative and temporary, and innovation is constant and eternal. The principle of innovation means that the proposition should be stable and changeable, innovative in change, and good at Protestantism, so as to provide students with opportunities to innovate and show their talents. Innovation means the unswerving pursuit of not being satisfied with the status quo, which means that the content, form, structure, situation and questioning methods are different from the past. It can be new wine in new bottles, old wine in new bottles or new wine in old bottles. It brings vitality to the test paper, joy to the teacher, inspiration and impact. Seeing the novel test questions has a sense of spiritual pleasure, and we feel that our teaching should pay attention to the cultivation of innovative consciousness. In recent years, there are always new highlights in the college entrance examination questions in Shanghai, reminding us that teachers and students like to accept carefully designed new situational questions, open questions, inquiry questions, comprehensive questions and small and unique fill-in-the-blank multiple-choice questions. 3. The principle of comprehensiveness and openness. The coverage of the test questions should be comprehensive, but it is not necessary to cover everything. Focus on key knowledge, ensure that the test questions are typical in the test content, and put an end to off-topic, strange questions and over-class questions. The best way to do this well is to "take two steps". First make a plan, establish a framework, and then refine the content of the examination questions to form a test paper. Open-ended questions focus on students' individualized development and leave room for students' ability. One advantage of open-ended questions is that they can arouse students' active exploration. Students' guessing and reasonable reasoning in exploration until it evolves into deductive reasoning and logic proves that this process is the cultivation of students' innovative spirit and rigorous learning spirit. By increasing the uncertainty of some elements in mathematical problems (open conditions, open conclusions or open design ideas), open questions can assess students' divergent thinking ability and level, and distinguish students' cognitive level from their understanding of mathematics. The open question is rich in connotation, involving a wide range of scientific knowledge, and the score differentiation is obvious. The openness of proposition content should be reflected in multi-angle, multi-sided and multi-level questions, so as to cultivate students' divergent thinking and flexible use of knowledge. 4. Principles of standardization and appropriateness. The principle of standardization means that the finished test paper should conform to the specifications of the test paper, and the title, sub-table, description and footer should be correct and standardized, and there should be no blanks. The expression of the topic should conform to the norms of knowledge and language, and the number of words should be properly controlled, so that the narrative is concise, fluent and easy to understand, punctuation is correct, italics are used properly, pictures and texts are matched, and the topic does not spread across pages. The principle of propriety has two meanings. First, on the whole, the difficulty, difficulty distribution and difficulty ratio of the whole test paper, the coverage of questions and knowledge points (although not emphasizing excessive coverage, but also having a certain coverage), the content structure and ability structure of the test paper should be as reasonable as possible. Second, as far as specific topics are concerned, when a topic is placed in a certain position, it should be appropriate and appropriate in terms of difficulty, topic type and way of presenting the topic. The conception and educational value of the topic should be consistent with the educational goal, imagination and expression, question type and examination purpose. This principle should not be ignored in the proposition. The former plays an important role in ensuring the standardization of the test paper and helping students answer questions, while the latter plays an important role in whether the whole test paper can play a good test function, especially the difficulty of the whole test paper, which has a great influence on the psychology of candidates and future teaching. In 2009, the mathematics test questions of Fujian college entrance examination were deficient in this respect. 16 has a high starting point, which is not conducive to students' answering. The two finale questions have steep slopes and are not well distinguished. The appraisal opinion of the National Examination Center on Fujian's examination questions is "giving full play to the new curriculum concept, far ahead of the current situation of curriculum reform, and not commensurate with Fujian's educational status", which also provides reference for our appropriateness. 5. The principle of harmony and elegance: the layout of the test paper is reasonable and beautifully arranged, which should be consistent with the entrance examination for senior high school entrance examination. The examination paper embodies the superiority of quality and the beauty of typesetting. It is not only beautiful in form and symmetrical in graphics, but also reasonable in structure, concise in expression, exquisite in questions and natural and harmonious in logical relationship. Harmonious beauty is not only the overall requirement, but also the pursuit of style. Only the simplicity, harmony, novelty and elegance in style, rather than the rigid pursuit in mode, can we create high-quality papers that are new but not strange, moderate and tasteful. Without the pursuit of harmony, the beauty and quality of the test paper can not be guaranteed. Third, the steps to compile the test paper, in addition to clear and correct guiding ideology, there must be a scientific process of compiling the test paper. 1. Understand the nature of the test. What level of testing? Who is the test subject (which grade, student level)? What is the test scope? When is the exam time? What is the general composition structure (question type, score) and difficulty coefficient of the test paper? 2. Review the syllabus and teaching materials, fully understand the teaching objectives (three-dimensional), comprehensively grasp the important and difficult points of teaching, comprehensively clarify the context of knowledge, and achieve mastery through a comprehensive study. 3. Develop a "two-way proposition list". The two-way table compiled according to the purpose and requirements of the examination is the blueprint for designing the examination paper. A two-way list is a contingency table between the goal (ability) and the content. Generally speaking, the vertical items in the table are the contents to be examined, that is, knowledge points, while the horizontal items are the ability to be examined, or the level to be achieved in cognitive behavior, and the proportion of test scores in boxes with the same knowledge and ability. The two-way detailed proposition list has three elements: the examination object, the examination content and the ratio of the examination object to the examination content. Ensure the wide coverage of test papers, ensure the quality of test papers, and avoid randomness and blindness. Design steps of two-way detailed list: (1) Establish list points of knowledge points ①. First of all, we should carefully analyze the teaching materials and find out the knowledge points in the teaching materials. Each single small knowledge point can be combined and classified to form a big knowledge block. Usually, new professors and training content are the focus of the test. ② Proportion. That is, to determine the score ratio of each chapter. (2) Establish the ability level of cognition, understanding, mastery, application and comprehensive application; (3) arrange the proportion of each part to discharge the score, question type and difficulty; (4) Summarize and adjust according to the summary, and analyze whether the requirements of the whole examination in terms of ability level meet the examination purpose, outline requirements and the actual situation of students. With this form, the distribution of knowledge points in the test paper is more reasonable, ensuring a certain coverage, correctly highlighting key points, and easily reaching the predetermined design parameters. Only by making the proposition plan as comprehensive, thoughtful and accurate as possible can we lay the foundation for compiling the test paper. 4. According to the detailed table, follow the basic principles of the proposition. The basic compilation methods of propositional mathematics test questions are as follows: (1) Selecting a topic refers to selecting some ready-made topics as test questions. Principle of topic selection: topic selection is generally a routine and universal problem in mathematical knowledge system; The content can reflect the key points of knowledge and is representative; The form should be perfect; There is an appropriate proportion in the test paper; The selected materials are mainly from commonly used textbooks. The topic selection should have a clear direction: subject to the purpose of the exam, subject to the requirements of the depth and breadth of knowledge, and subject to the requirements of mathematical ideas and methods involved in solving problems. The function of topic selection: to show clear orientation, guide candidates to pay attention to textbooks, study hard, pay attention to cognitive process, strengthen mathematical thinking methods, and so on. If necessary, you can change the topic appropriately, for example, change the description of the topic, change the numbers and characters in the topic, and change the topic type. However, the basic style, basic solution and difficulty of the original question must be maintained, otherwise it is "changing the topic". (2) Changing the topic refers to a ready-made topic and changing it into an applicable test question. The methods to change the question type mainly include: changing the text parameters of the conditions in the question type; Replace the conditions of the original problem with the same type concept or comparable nature; Replace the original question with equivalent proposition, inverse proposition and no proposition; Generalization or specialization of the original problem; Change the conditions or structure in the topic (strengthen or weaken); Packaging topic; Change the type of questions or the way of asking questions or change them into exploratory and open questions; Combine a few questions. Problems needing attention in changing the questions: after the questions are finished, carefully compare the original questions and study whether the changes in knowledge points, questions, problem-solving methods and difficulty meet the purpose of the exam. Changing questions is a common method in all kinds of propositions, but it is also the most error-prone proposition. The corrected questions must be checked many times. (3) Compiling questions refers to preparing novel test questions according to the requirements of the proposition, which is an important means of proposition. It requires teachers to have rich professional knowledge and high professional ability. The scientific and normative nature of the new questions should be demonstrated in many aspects. 5. Try to answer all the questions. People must try to answer questions, check the relative independence between questions, and pay attention to prevent repetition, similarity or mutual suggestion between different questions. Check the amount of text reading in the test paper. If the amount of text reading is too large, students will get different scores in the math proficiency test due to the differences in general text reading level, including the memory of text information, which makes it impossible for the math proficiency test to truly and objectively evaluate students' math learning status. Record the answer time. This work is best done after the examination paper is finished, so as to avoid the difficulty that the proposition can't be controlled. Generally speaking, the time spent in the actual exam is 1.5-2 times that of the proposition teacher's attempt to answer questions. 6. Adjust and improve the test content according to the actual answer time and the expected difficulty of the test paper. 7. Formulate grading standards, give reference answers, and scientifically give grading scales and grading standards. Fourth, the standard of a good test paper is an essential basic skill for a teacher to do his job well. Every teacher has produced a test paper, and everyone realizes that it is very difficult and hard to produce a good test paper. Because it takes a lot of time to make a test paper, and the standards for evaluating a test paper are different, schools have their own standards, and every teacher has his own standards, which is a matter of opinion. Therefore, it is almost impossible to write a perfect test paper. The specific requirements are that the following three good papers must first stand the test of eyesight. Font and font size should be just right, as far as possible consistent with the senior high school entrance examination and college entrance examination, digital punctuation should be standardized, illustrations should not be monotonous, graphic distribution should be balanced, the reading volume of topics should be moderate, the multiple-choice questions should not be too short or more than three lines, and the types and numbers of questions should be moderate. A good test paper must stand the test of experts. From the effect, it should have reliability and validity, reasonable discrimination and moderate difficulty. From the design point of view, the number of questions should be moderate, the questions should be diverse, and the questions should be scientific, novel, logical, thoughtful and covered. There are many educational experts and university professors in our parents, and they all have deep research on exams. A good test paper must stand up to public comments. Our papers will eventually flow to the society through students, communicate with schools, or spread to cities through the internet, and the public is the judge. In order to reduce unnecessary misunderstanding or possible ambiguity, hot issues do not need to be investigated deliberately, and sensitive issues are best bypassed. Whether a good test paper can be produced is an important aspect of a teacher's basic skills, which reflects a teacher's teaching level and comprehensive mastery of teaching materials. Teacher's proposition is essentially the extension of teaching process and the in-depth development of curriculum materials, and it is the new content of teachers' professional development. I wish you all high quality examination questions! Being a good person is a good idea. It is a good thing to have a thin coat. Sorry, sorry, sorry, sorry, sorry, sorry, sorry.