Fill-in-the-blank questions and multiple-choice questions are both basic questions, which mainly examine students' understanding and application of basic concepts, basic skills and basic methods of eighth grade mathematics.

Judging from the statistics of the candidates' answer sheets, the score rate of most candidates with minor questions is generally high. Some topics involve basic knowledge, but the background is novel, which requires candidates to have the necessary "learning" potential. The examination results show that a considerable number of students lack potential for such problems.

For example: question19,20. Question 7, students often discuss incompletely, only answer one situation, and miss the second situation, resulting in a loss of 1 point, so there are not many candidates who can get full marks in the fill-in-the-blank questions.

Problem 2 1 is a basic radical operation problem. Although it involves simplifying radicals, the situation is simple, but it is still basic. Question 22: Set up a basic drawing method with a square grid as the background to examine students' understanding of graphics, transformation and parallelism in the activities of operating and thinking about graphics.

Vertical understanding embodies the learning concept of "hands-on practice and independent exploration" advocated by curriculum standards. The difficulty of each of the 23 questions is clearly progressive, which can guide students to think deeply step by step.

Questions 24 and 26 require candidates to have the necessary understanding potential because of the application background. In the process of solving this series of problems, students can show their potential in mathematical activities such as observation, mathematical expression, guess and proof, so this question also examines the process objectives well.

The data examined in question 25 is to establish an appropriate mathematical model to solve practical problems according to the quantitative relationship in specific problems, which embodies important mathematical thinking methods such as the classification and combination of numbers and shapes, has rich connotations and requires high potential for analyzing and solving problems. It can be said that openness and inquiry are the highlights of this paper.

The examination paper embodies the curriculum concept and scientific characteristics.

Mathematics examination paper presents many new ideas, attaches importance to the educational value of examination questions, embodies the concept of new curriculum reform, not only embodies the basic characteristics of mathematics, but also creates space and opportunities for students to flexibly and comprehensively use basic knowledge and skills and explore thinking.