physics

1: Comments on Physics Discipline Group

"Attach importance to foundation, highlight thinking, connect with practice and pay attention to inquiry" is the general idea of physics proposition in 20 14 college entrance examination. The proposition strives to embody the concept of new curriculum reform and comprehensively examine the knowledge points, which is conducive to the reform of physics teaching in senior high schools and the selection of outstanding talents. The test questions strive for steady innovation, control difficulty and emphasize discrimination.

First, pay attention to the foundation and return to teaching materials.

The materials for the questions 14, 15 and 18 are all from textbooks, which examine the candidates' mastery of basic knowledge. Question 22: Measure resistance by voltammetry, and examine the basic knowledge, basic operation skills and data processing ability of internal and external connection of ammeter. In guiding physics teaching in senior high schools, we should attach importance to teaching materials and experiments.

Second, highlight the ability of thinking and testing.

19, 20 questions through the design of common physical situations, examine the ability of candidates to comprehensively use physical knowledge to solve problems. 16 questions examine the laws of celestial motion, requiring candidates to make estimates in their minds to avoid tedious calculations. Question 23, question 3, requires candidates to think about the causes of the phenomenon according to the phenomenon that the target has only one bullet hole and test their logical reasoning ability.

Third, attach importance to application in combination with reality.

Advocate "let physics come into life and let life reflect physics". Question 17 links the floating of ships with simple harmonic motion in life, and guides students to integrate theory with practice and learn physics knowledge in life. The material of question 24 comes from the speed sensing technology in engineering practice, which guides students to use physical knowledge to analyze and solve practical problems.

Fourth, pay attention to inquiry and guide innovation.

2 1 Topic On the basis of students' experiment of "studying the relationship between elasticity and spring elongation", this paper explores the relationship between deformation and elasticity of two springs, and requires candidates to use basic experimental skills to explore physical problems in the new situation. The proposition pays attention to the frontier of science and technology and guides innovation. Question 25 is based on the ion thruster in space technology. In order to facilitate the examinee to establish a physical model, the test questions of ion thruster are reasonably simplified. Ask questions of various minor questions from easy to deep, from easy to difficult, guide students to think, analyze and model step by step, and use mathematical knowledge to solve physical problems.

Comment 2: Shen, a special teacher in the teaching and research section of the Provincial Department of Education

He is a special teacher in the teaching and research section of Fuyang Education Bureau.

This year's physics test questions are based on core knowledge, highlighting ability and conception, emphasizing experimental exploration and the application of new situations, which embodies the new curriculum concept and has positive significance for guiding physics teaching to abandon questioning tactics. The gradient distribution of the test paper is reasonable and the difficulty is appropriate.

First of all, the traditional model is innovative.

The questions 14, 15 and 18 are all in the textbook. 16, 19, and 20 are all conventional patterns, but they are full of new ideas. For example, the question 16 examines the multi-satellite motion law of the planet, which seems to be routine but incorporates the estimation link; 19 problem combines the conventional slope problem with the interaction of point charges; Question 20: Check the concepts of motion, force and work with the image of current changing with time. These problems highlight the proposition of attaching importance to foundation and thinking.

Second, the experimental exploration has changed significantly.

Question 2 1 adapted from the student's experiment "Study the relationship between elasticity and spring elongation", but the series connection of two springs increases the sense of inquiry, so that students have no ready-made model to set up. Only by deeply understanding the principle and mastering the basic experimental skills can we correctly deal with this change.

Question 22: The experiment of measuring pencil lead resistance by voltammetry also incorporates new elements. The internal and external wiring of ammeter is a basic experimental skill that students should master. This problem seems to be routine, but compared with the graph drawn by the measured data points, it is unconventional.

Third, the scenes are diverse and cover a wide range.

The research perspective of the test questions is novel, involving many aspects of life, production and scientific practice. Question 17 Analysis of the time for tourists to board comfortably when the cruise ship fluctuates with the waves. Question 23 discusses the kinematics of armored vehicles and the position of bullet holes fired by machine guns. Question 24: Explore the aluminum block speed and mechanical energy loss in the power generation speed measuring device. Question 25 considers how to improve the ionization effect of xenon in ion thruster based on the power supply system of spacecraft. The material looks like a pie in the sky, but in-depth analysis will find that these problems come from the most basic physical model.

The small questions in the calculation questions of the test paper are set from shallow to deep, and the gradient setting is reasonable. For example, Question 23 (3) requires candidates to think about the causes of this phenomenon and examine their logical reasoning ability according to the phenomenon that the target has only one bullet hole, which has certain difficulty and discrimination. Questions (3) and (4) of Question 25 examine the ability of candidates to use mathematical knowledge to solve physical problems, which has a good degree of discrimination.

chemistry

1: Comments on Chemical Discipline Group

20 14 the system of the examination questions for the comprehensive chemistry college entrance examination in science follows the principle of "science, justice and accuracy" and is carried out according to the requirements of "20 14 Description of General College Entrance Examination Questions in Zhejiang Province".

First, efforts should be made to steadily implement the "double basics"

The style, structure, presentation and content of the test questions have maintained good stability and continuity. The objective questions focus on the nature of chemistry, the basic principle and operation of experiments, the application of the periodic table of elements, the inference of inorganic ions, the nature of organic matter, inspection and transformation, etc. Subjective questions examine the inference of material composition, chemical reaction principle, chemical experiment, organic chemistry and so on.

Second, highlight the backbone and reflect the application.

The choice of test questions always revolves around the main knowledge of chemistry, but the background of the test questions reflects the times and practical application value of chemistry. Such as ammonia nitrogen wastewater treatment, hydrogen storage battery of electric vehicle, disinfection of drinking water, improvement of sulfur fixation efficiency of coal combustion, preparation of calcium gluconate, synthesis of procaine, etc.

Third, insist on originality and put an end to the sea of questions.

All the questions in this volume are original, and they are solved based on the knowledge and principles involved in applied middle school chemistry. The test questions are based on novel materials and ability. It not only examines students' mastery of knowledge, but also examines candidates' ability to absorb, integrate, apply and solve new problems. This kind of examination method avoids the training of asking questions, and guides the middle school classroom teaching to change from teaching "fish" to teaching "fish".

Fourth, the problems are diverse and distinct.

Test questions attach importance to the role of hierarchical selection, not only the difficulty coefficient of objective questions has a gradient, but also subjective questions examine students' thinking levels at different levels through various ways of presenting questions. It's easy to enter the big questions, but with the deepening of the questions, the requirements for students' ability are gradually improved to meet the challenge desire of high-level students, taking into account the hierarchical teaching in middle schools and the hierarchical selection in universities.

In a word, the test questions focus on foundation, ability, excellent selection, clear thinking and moderate difficulty, which embodies the ideas and methods of chemistry and has a positive guiding role in the reform of chemistry teaching in middle schools.

Comment 2: Dong Jun, a special teacher in fuyang middle school.

Zhang Yongjiu, a special teacher in Hanger No.2 Middle School.

20 14 Zhejiang college entrance examination comprehensive chemistry examination paper basically maintains the propositional style of previous years in terms of question structure, presentation and examination content under the premise of closely following the examination outline. The test paper is rich in content, wide in coverage and good in discrimination. While examining the core knowledge, subject characteristics and methods of middle school chemistry, we should focus on students' subject ability. See creativity in stability and characteristics in subtleties.

First, pay attention to the integrity of chemical knowledge.

The objective questions in the examination paper examine the nature of chemistry, the basic principle and operation of experiments, the periodic table of elements, the nature of organic matter, electrochemistry, solution chemistry and ion inference from the perspectives of basic concepts, basic theories, material properties, basic experiments, discipline methods and knowledge application. Subjective questions examine the inference of inorganic composition, chemical reaction principle, experimental chemistry and organic chemistry.

Second, it highlights the application and times of chemistry.

The background of the examination questions fully reflects the times and practical application value of chemistry, and at the same time, the main knowledge of chemistry in middle schools is investigated. For example, the economic comparison between photolysis water and electrolytic water, the basic knowledge of redox and electrolysis by treating ammonia-nitrogen wastewater, the concept and concentration calculation of Avogadro constant by single cell detection technology, the basic principle of electrochemistry by hydrogen storage battery, the chemical balance of solution by disinfection of drinking water, the important properties and identification of ions by smog, the basic principle of chemical reaction by discussing the role of sulfur fixation by coal combustion, and the preparation of calcium gluconate and the synthesis of procaine.

Third, examine chemical thinking and methods from multiple angles with abilities and concepts.

The design of test paper questions has various angles and distinct levels, which not only conforms to chemical logical thinking, but also conforms to students' psychology of taking exams. While examining the knowledge, principles and application methods of chemistry, the ability of students to extract and process information, analyze and solve problems and explore experiments is examined with the idea of ability. It fully embodies the ideas, methods, innovative consciousness and value of chemistry. This avoids the disadvantages of sea training to a certain extent, and also has a certain guiding role in chemistry classroom teaching in middle schools.

In a word, 20 14 chemistry test paper has moderate questions, moderate difficulty and good discrimination. It has a good function of level selection and teaching orientation.

biology

Comment on 1: biological discipline group

20 14 The proposition of the comprehensive biology test questions of science in college entrance examination is based on "20 14 Zhejiang General College Entrance Examination Teaching Guidance Opinions", and the examination of knowledge points does not exceed "Zhejiang Teaching Guidance Opinions in 2009". The examination questions should have appropriate difficulty and discrimination, which is not only beneficial to the selection of college entrance examination, but also beneficial to middle school teaching. On the basis of investigating the basic knowledge of biology, we should highlight the ability test. It is necessary to emphasize the examination of the main knowledge and not to test strange questions. Integrating theory with practice can effectively examine students' biological literacy. Reflecting the characteristics of Zhejiang science edition textbooks and the concept of new curriculum is conducive to promoting the curriculum reform in senior high schools.

First, the difficulty is moderate, stable and innovative.

The difficulty of examination questions should be balanced in the following two aspects: first, the balance between college enrollment and middle school teaching; The second is the balance between middle school teaching and students' burden. Compared with previous years, the difficulty of test questions remains relatively stable to avoid causing great interference to middle school teaching.

The test questions strive for steady innovation, such as the material of the test questions can come from the teaching materials, and the setting of the test questions should be creative; In the formulation of scoring rules, we strive to be more scientific and reasonable.

Second, check the trunk to improve its effectiveness.

There are many fields of biology, huge knowledge system and rapid knowledge renewal. Therefore, in the college entrance examination proposition, we should pay attention to the examination of the main knowledge, avoid digression and strange questions, and avoid exceeding the outline. The main test sites remain relatively stable, including cell metabolism, cell proliferation and differentiation, genetic law and molecular basis, biological variation, regulation of life activities, biology and environment, genetic engineering and cloning technology, etc., in order to improve the effectiveness of the examination.

Third, strengthen integration and improve reliability.

The number of biological subjects in the comprehensive examination paper of science is limited. In order to improve the reliability of the examination, the proposition strives to strengthen the integration within the discipline. Strengthen the integration within the discipline through the connection between the chapters and modules of knowledge points. The four options of multiple-choice questions and different small questions of non-multiple-choice questions involve different knowledge points as far as possible. Moreover, pay attention to the balance between test center modules. The arrangement of the number of test sites not only considers the class arrangement of biology teaching in senior high school, but also considers the logical connection between knowledge and content and the examination of students' biological literacy.

Fourth, highlight the ability to promote educational reform.

The comprehensive ability test of science emphasizes the ability test based on knowledge test. The proposition of biology should focus on four abilities, namely, the ability to understand and express, the ability to experiment and explore, the ability to obtain and process information, and the ability to comprehensively use. The test questions should emphasize the basic concepts, principles and concepts of biology, and the situation of the test questions should come from production, life and scientific research as much as possible, and the situation of the test questions should be enhanced by charts.

Outstanding ability test has a good guiding role in biology teaching in middle schools, which is conducive to changing teaching methods and learning methods. Guiding middle school biology teaching to pay attention to the logical relationship between knowledge and content, paying attention to the explanation of biological phenomena by subject knowledge, and applying subject knowledge to solve practical problems are really helpful to improve biological literacy.

Comment 2: Zhang Qingmian, a special teacher of Wenzhou Institute of Education and Teaching.

Zhao Peirong, a special teacher of Ningbo Yinzhou Middle School.

This year, the comprehensive biological examination questions in our province basically continued the propositional style in recent years. Pay attention to the foundation, highlight the backbone, emphasize synthesis, seek innovation while maintaining stability, have the ability to conceive, have moderate difficulty and have good selection function.

1. Highlight the backbone, and pay attention to teaching materials and subject literacy. The proposition is closely related to the Examination Instructions, highlighting the key points and main contents, attaching importance to the examination of basic knowledge, and the distribution and proportion of test sites are reasonable. The test questions are impartial, strange and beyond the outline. The test questions are concise, accurate and clear. Many test sites come from textbooks, such as 1, 3, 4 and 32 questions, which reflect the characteristics of Zhejiang Science Edition textbooks.

2. Attach importance to ability and highlight experiments and information acquisition. The ability test covers the four ability requirements described in the test, focusing on the students' ability to obtain information, the ability to express with charts and the accurate grasp of the concept of teaching materials. Play down rote learning. The background of the test questions is novel, the charts are rich, and the ability is emphasized, especially the ability of experimental inquiry, information acquisition, logical thinking and reasoning analysis, which embodies the characteristics that biology is an experimental science and a proposition in Zhejiang, such as 3 1 question. The experiment comes from the textbook and is higher than the textbook.

3. Connecting with practice, emphasizing the synthesis of multiple knowledge points. The background of the test questions is related to the reality of science and technology, production and life, paying attention to the application of comprehensive ability, and examining students' ability to analyze and solve practical problems, such as 1, 2, 3, 4, 30 and 32 questions. The topic of the test questions is clear, and students' comprehensive, flexible application and knowledge transfer ability are examined from multiple angles to increase the coverage of knowledge points, such as 30 questions and 32 questions. The test questions emphasize the mastery of subject knowledge, which not only examines the degree of mastery of core knowledge by candidates, but also examines the width and breadth of candidates' knowledge.

4. Striving for change in stability is conducive to the curriculum reform in senior high schools. The test questions basically continued the characteristics of last year's proposition, insisting on paying equal attention to knowledge and ability, stability and development. It is both stable and innovative, with clear levels of test questions, good discrimination and creative questions. It has a good guiding role in biology teaching in middle schools and promotes the transformation of teaching methods and learning methods. It embodies the spirit of deepening curriculum reform and is conducive to promoting curriculum reform in senior high schools.