The proposition pays full attention to the examination of basic knowledge, basic skills and basic thinking methods of mathematics. The examination papers of arts and sciences take the questions of function and derivative, solid geometry, analytic geometry, probability and statistics, trigonometric function and series as the main lines, which constitute the main framework of high school mathematics. They not only examine high proportion scores, but also organically integrate relevant knowledge, skills and thinking methods, so as to comprehensively test the necessary mathematical foundation of candidates as future citizens.
At the same time, the proposition is based on the teaching practice in middle schools, and strictly follows the relevant provisions of the examination instructions in terms of the structure of examination questions, grading proportion, difficulty requirements and difficulty gradient of examination questions, and scientifically inherits the successful experience of the mathematics proposition in the college entrance examination in Fujian Province.
2. Focus on comprehensiveness and moderate innovation.
Proposition is based on the overall significance of the subject and the follow-up learning needs of candidates. Based on the rationality and typicality of examination content sampling, it comprehensively examines the completeness of candidates' knowledge network and method system, and fully reflects the requirements of knowledge, ability and thinking methods in the examination instructions.
The proposition pursues stability and innovation, and moderately examines the ability to transfer existing knowledge and methods to new situations to solve problems. Li Ru 8 (16) takes the definition of arithmetic progression and geometric series as the carrier, and comprehensively examines the reasoning and argumentation ability, operational problem-solving ability and innovative consciousness; Li 10, Wen 21(Ⅱ) (Ⅱ) take the geometric meaning of derivative and the minimum positive period of sine function as the carrier, comprehensively examine the reasoning ability, special and general ideas, finite and infinite ideas, and the combination of numbers and shapes; Li 15 takes error correction code and XOR operation as the carrier, and comprehensively investigates reading comprehension, transfer and application ability.
3. Relying on the essence and highlighting the ability
The proposition puts the ability of comprehensively applying mathematical knowledge and methods to solve problems in the first place, embodies the concept of knowledge and ability based on the essential meaning of mathematical knowledge and methods, and comprehensively and emphatically examines the "five abilities", "two consciousnesses" and "seven thoughts" required in the examination instructions. Such as Wen 12, relying on the "trigonometric function line", focuses on the ability of reasoning and argumentation, abstract generalization and the idea of combining numbers and shapes; Text 18 and Li 16 focus on data processing ability, application consciousness and inevitable and possible thoughts respectively. Chapter 20 (3), relying on the "shortest line segment between two points", focuses on examining spatial imagination, reasoning and argumentation, and transforming ideas. Li 10 focuses on reasoning and argumentation ability, special and general thinking, and thinking of combining numbers and shapes, relying on "geometric meaning of derivatives"; Li 15, based on Error-correcting Code and XOR Operation, focuses on the ability of reasoning and argumentation and the sense of innovation. Articles 22 and 20 are based on the "comprehensive application of derivatives", focusing on the ability of reasoning and argumentation, the ability to solve problems, the sense of innovation, the idea of combining numbers with shapes, and the idea of classification and integration.
4. Emphasize the application and highlight the choice.
Proposition emphasizes the application of mathematics, which not only examines the application of mathematical knowledge and methods in disciplines. For example, Wen 12, Wen 15, Wen 2 1, Wen 22, Li 9, Li 14, Li 19 and Li 20, and the application of mathematical knowledge in solving practical problems was also investigated. Such as Wen 13, Wen 18, Li 4, Li 15, Li 16.
Proposition is to dilute the distinction within levels, strengthen the distinction between levels, reasonably preset the difficulty gradient of various types of questions, and strive to increase the difficulty of various types of questions in synchronization with the order of questions, so as to solve every small problem from easy to difficult. For example, questions (1) and (2) in 20,2122, and questions (1) in19,20 are easy to enter, while the rest of the questions focus on the transformation and thinking ability of candidates' natural language, graphic language and symbol language.
In addition, the proposition also pays attention to the diversity of solutions, so as to examine the ability of candidates at different levels to analyze and solve problems and highlight the function of choice.