Hu Wei, the teaching and research section of Tianmen City, is the first 12 year after the national junior high school mathematics subject has entered the curriculum reform in an all-round way. Judging from the course of mathematics examination papers in the curriculum reform area in the past ten years, the content of the examination papers has been constantly changing on the basis of retaining and inheriting the experience of traditional examination papers, and the examination papers pay more attention to examining students' ability to analyze and solve problems by using what they have learned in specific situations. Pay attention to the examination of students' hands-on operation and practical ability. Under the principle of "people-oriented", we emphasize the infiltration of teaching processes such as "knowledge formation, application process and problem solving" and "emotional attitude and values" in the test questions, so as to realize "everyone learns valuable mathematics; Everyone can get the necessary mathematics; Different people get different development in mathematics, which is undoubtedly of great significance to the healthy, sustained and steady development of the ongoing new curriculum reform. To do a good job in a set of test questions, we must first be familiar with the textbooks used by the candidates, then fully understand and master the cognitive level and ability of the candidates, and finally make a scientific two-way detailed list (including the types of questions, the amount of questions, the distribution of knowledge points and the setting of scores, as well as the four levels of understanding, understanding, mastery and application of the contents under investigation). ), and the fourth is the experience of the proposer (including the difficulty setting, discrimination, validity and reliability of the test questions, etc. ), these are all indispensable and necessary conditions for doing a good job in a test. In addition, a good set of test questions must also be conducive to the regular teaching practice, the improvement of teaching quality and the stability of teaching order in this area. 1, from the design of mathematics test questions, mathematics test questions adopt standardized propositions, which are divided into three types: multiple-choice questions, fill-in-the-blank questions and solutions. From the design of test paper, we should be able to reflect the requirements of student-oriented: first, in the way of setting questions, let candidates feel cordial and reduce the psychological pressure of the exam; Second, set some tips in time to make candidates feel like teachers and increase their self-confidence; Thirdly, every page of the test paper is equipped with pictures and texts, which gives students an inner feeling of the beauty of mathematical graphics; Fourth, the written expression should be as concise and clear as possible to reduce the artificial obstacles in the exam. 2. Judging from the difficulty design of mathematics test questions, the content of test questions should be based on curriculum standards, with the guiding ideology of "paying close attention to foundation, paying attention to process, infiltrating thoughts, highlighting ability, emphasizing application and innovation", based on students' development needs, paying attention to model thinking and geometric intuition (that is, thinking ability, spatial concept, applying mathematical knowledge to analyze and solve practical problems), and strengthening students' understanding by scientifically setting up questions such as openness, inquiry and reading. Through the connection between the actual situation and students' life, the ability of students to analyze and solve problems by using what they have learned in specific situations is investigated. This is done to prevent artificial, complex and outdated calculation questions and proof questions from being fabricated, to put an end to non-mathematical and specious questions, and to improve the effectiveness of the questions. In addition, the setting of test questions should be roughly arranged from easy to difficult, focusing on the ability of innovation and highlighting the core knowledge of mathematics. The difficulty of the topic is not to examine the mastery of a certain knowledge point, but to reflect the requirements of students' ability level as much as possible, that is, students with high scores must be students with high ability level, and at the same time, attention should be paid to the examination of problem-solving methods to improve the credibility of the test questions. 3. A good set of math test questions should reflect the following characteristics. (1) The life system of the test questions should be based on the "four foundations" of mathematics. The "four basics" are the basic knowledge, basic skills, basic thinking methods and basic activity experience of mathematics. Proposition should be based on the concept of new curriculum standards, taking into account the requirements of curriculum standards. Although there are many new types of math test questions, the traditional basic questions still occupy a large proportion in the score. Many test questions can be found in textbooks, and most of them are based on textbooks. The composition of the test questions is based on the examples, exercises and exercises in the textbook, through analogy, processing and transformation, strengthening conditions or weakening conditions, extension or expansion. (2) Test questions should reflect what they have learned, and strengthening students' awareness of using mathematics in life is the characteristic of the new mathematics curriculum. In recent years, many test questions have fully demonstrated this beautiful landscape. These questions require students to solve practical problems with what they have learned in mathematics. It embodies the curriculum concept that mathematics originates from life and is applied to life. (3) Paying attention to social hotspots, giving full play to the educational value of mathematics examination, and guiding students to pay attention to society and love the motherland are the proper value orientation of mathematics curriculum education. In the related problems of combining with practice, the background of mathematics test questions should be as close as possible to students' real life, so that students can not only feel the use of mathematics, but also stimulate their patriotic feelings. (4) Based on the development of students, pay attention to the examination of mathematical thinking methods, so as to reflect the requirements of the new curriculum standard "pay attention to the changes and development of students in the learning process, and the angle of mathematical curriculum evaluation should be changed from summative evaluation to process evaluation". The design of test questions should return to the essence of mathematics and pay attention to the examination of mathematical thinking methods, so that students can understand the characteristics of mathematics in the process of mathematical abstraction, mathematical thinking and mathematical reasoning. For example, to do a comprehensive problem well, we must first make an idea and then select materials. Then the writing of questions (including the setting of data and scientific questions, etc. ), finally, the mastery of knowledge level, the adjustment of difficulty and the embodiment of basic mathematical thinking methods. On the whole, compared with the past, it is no longer the goal of mathematics examination, but the goal of mathematics examination is students' application of basic mathematics knowledge and skills, and students' mathematical ability to practical problems is +02.4. 2036000000 1