How to do a good job in junior high school mathematics test questions in the process of curriculum reform is the key to improve the quality of mathematics teaching. Only by constantly innovating and climbing the peak of mathematics learning can the learning ability of junior middle school students be improved. Mathematics proposition must pay attention to the combination of quality and examination, and can't blindly pursue the difficulty of examination questions without considering students' examination ability. We should not only pursue exam-oriented education, but also improve students' quality. So as to change the excessive pursuit of exam-oriented education. With the constant updating of curriculum reform standards and the constant changes of teaching materials, we must make a proposition closely following the curriculum reform standards. It is necessary to make the curriculum reform standards and mathematics test questions keep pace with the times and develop continuously. With the advancement of curriculum reform, the brand-new educational evaluation concept based on student development has collided with the traditional evaluation concept for many years. The establishment of new evaluation concept, evaluation content, evaluation means and evaluation system is the most complicated and profound problem to be solved urgently in the new curriculum reform. "Mathematics Curriculum Standard" points out: "The purpose of evaluation is to promote the all-round development of each student. We should not only pay attention to the results of students' mathematics learning, but also pay attention to their changes and development in the learning process. We should not only pay attention to students' understanding and mastery of knowledge and skills, but also pay attention to the formation and development of students' emotions and attitudes. Evaluation should pay attention to students' personality differences and protect students' self-esteem and confidence. " With the implementation of the new curriculum, in today's harmonious society and people-oriented, what kind of examination is conducive to students' active development, what kind of examination is conducive to students' interest in learning, and what kind of examination can reflect the concept of the new curriculum standard? It is the responsibility of every teaching and research staff and teacher. In the process of teaching practice for many years, we actively explore and practice the reform of test papers, so that the test papers reflect the evaluation concept and working ideas of "based on the process and promoting development" advocated by the evaluation reform under the background of the new curriculum, no matter in function and value, or in content and presentation mode. Show it here, in order to encourage * * *. First, the examination paper should have clear and correct guiding ideology. As we all know, the fundamental purpose of teaching is to cultivate talents at all levels, and the fundamental purpose of examination is to evaluate the quality of teaching and select talents. These two fundamental purposes should not contradict each other, but complement each other. The exam-oriented education with one-sided pursuit of enrollment rate as the core will lead the exam and the exam astray, which will also be reflected in the proposition of the exam. For example, it is too difficult, divorced from the reality of most students, pursuing grandstanding and unrealistic skills, deliberately shifting the focus of the exam to more knowledge points, and so on. Although this will open the "gap", it may not play a role in choice. On the other hand, the result of this test proposition orientation will inevitably increase the difficulty step by step, and the biased, difficult and strange questions will flood, and the students' academic burden will increase again. Therefore, we must pay attention to giving full play to the correct guiding ideology in the examination proposition in order to facilitate the follow-up teaching. We should not only pay attention to its difficulty, examine the key basic knowledge and skills, but also highlight the basic thinking methods and basic abilities of mathematics (three abilities and the ability of applying mathematics to practice). This orientation is conducive to teaching reform, to reducing the excessive burden on teachers and students, and to the development of students' personalities and specialties. The proposer must have such a clear guiding ideology when making a proposition, so as to fundamentally ensure the quality of the test paper. Second, grasp the correct orientation function of the test paper content 1, and the distribution of knowledge points in the test paper should be reasonable. Therefore, it is necessary to compile a list of key teaching objectives and detailed specifications (or a two-way detailed list). With this table, the distribution of knowledge points in the test paper is more reasonable, ensuring a certain coverage, correctly highlighting key points, and easily meeting predetermined design parameters, such as the ratio of algebra and geometry, the ratio of each unit, the ratio of basic questions and improved questions, and so on. 2. The overall difficulty of the test paper should be properly determined. Theoretically, the difficulty of 0.5 is the most ideal, but this difficulty makes about half of the students fail (or even more), which obviously contradicts the popularization of compulsory education. For example, the passing rate of senior high school entrance examination and graduation examination has been above 95% for many years. So the overall difficulty of the test paper is generally controlled above 0.8. Judging from the types of questions, generally, objective questions with less difficulty are arranged first, and then non-objective questions with slightly greater difficulty are arranged. 3. The validity of the test paper should be as high as possible. It is impossible to test all the knowledge, skills and abilities learned in a set of questions, which requires that the validity of each question in the test paper should be improved as much as possible, including content validity and criterion validity. (1) Content validity. Is the whole content of this concept. In fact, any test question is a sample of all the topics in the relevant teaching project. The representativeness of this test is the content validity of this test for related teaching projects (together with the objectives). Solving equations is used to "represent" the "totality" of knowledge and skills to understand equations, because this equation needs to be tested after being transformed into a quadratic equation with one variable after algebraic expression and rationalization, which is obviously more representative than testing the knowledge and skills of "solving equations" with one variable and one linear equation. (2) the effectiveness of the standard. Criterion validity is the degree of correlation between test scores and relevant grades and standards. Standard validity can be divided into consistent validity and predictive validity. For example, the correlation between each student's math score and the total math score in school is consistency validity. Good test papers often have high consistency and validity. At the same time, a good test paper has high predictive validity, that is, students with high math scores have strong ability to learn math in the next stage and high test scores, and the correlation between them is high. There are other validities, but mainly these two validities, which are interrelated, and the content effect directly affects the validity of the criteria. The writing of test paper should not only have a scientific process of composing test paper, but also pay attention to the scientificity of test questions. This scientific nature is not only reflected in the arrangement and layout of the test questions, but also in the scientific nature of the test questions themselves. It is necessary for the proposer to keep in mind that the test questions do not make scientific mistakes. Thirdly, reform the form of examination paper, embody the new curriculum of humanistic care with the basic concept of "people-oriented", and put forward that we should always pay attention to people's feelings and students' physical and mental health. However, our common math test paper lacks humanity, which is far from the teacher's care for students. According to the new curriculum concept and the characteristics of mathematics subject, we have made great reforms in the expression of mathematics test questions and the compilation of test papers, and the expression of test questions uses encouraging language. In a word, studying mathematics test questions systematically and grasping the trend of proposition can play a macro guiding role in daily teaching. In order to improve the reorganization of knowledge points and adapt to the teaching reform, we should strengthen the emergence of new questions such as reading comprehension questions, open questions, exploratory questions, icon information questions and self-made questions, show different thinking strategies and problem-solving methods of various questions, and make students form a network and a system. Grasp the internal relationship of knowledge, break the boundaries between chapters and disciplines, and improve the comprehensive application and transfer ability of knowledge, thus broadening students' horizons, cultivating students' broad thinking and improving their ability to analyze and solve problems. Junior high school mathematics proposition must attach importance to students' problem-solving ability. It is necessary to make students realize that they have learned mathematics knowledge by solving problems through exams. It is not a good question to fail students in the proposition exam. We should constantly try new propositional methods in the proposition. Bring new ideas, methods and skills to students. Enable students to master learning skills and methods. In the proposition, we should also pay attention to combining other scientific knowledge and synthesizing the proposition. For example, the electrical knowledge of physics is combined with the inverse proportional function of mathematics, so that students can learn the knowledge of physics while studying mathematics. This shows that mathematical knowledge is a tool for learning scientific knowledge. Step by step in each unit proposition, so that students can gain something in the exam and have fun in learning. The above is my experience in learning junior high school students' math questions. I hope that all students will give more valuable advice, study with * * * and make progress with * * *.