The 20 15 senior high school entrance examination has ended. The life system of 20 15 mathematics test paper in Shaanxi province, through browsing the test questions and participating in marking, still takes the new curriculum standard concept as the guide and the test instructions as the basis, comprehensively examines students' mastery and application of basic knowledge and skills, mathematical thinking methods, problem-solving ability, emotions and attitudes. It pays attention to students' mastery of basic knowledge and skills, and to students' understanding and application on the basis of understanding. On the whole, this set of questions is not very difficult, but individual questions still require high comprehensive ability of students. Now I will analyze this set of papers from the following aspects. First, the overall characteristics of the test questions

20 15 Shaanxi senior high school entrance examination has the same number of mathematics examination papers as 20 14 senior high school entrance examination, and the examination contents and angles are similar to 20 14 senior high school entrance examination, and the overall difficulty of the examination papers is lower than 20 14 senior high school entrance examination.

From the examination form, the 20 15 senior high school mathematics examination paper still consists of three sections: multiple-choice questions, fill-in-the-blank questions and solution questions. The distribution of scores changed from 30, 18, 72 last year to 30, 12, 78, and the number of questions was the same as last year, but the difference was that the two blank-filled questions deleted were changed into solutions, and real number operations were added.

Judging from the examination content and examination, the changes in the mathematics examination paper of the 20 14 senior high school entrance examination mainly include the following aspects:

1, frequent test sites have not changed much.

In this year's senior high school entrance examination questions, adhering to the "stability" in the proposition, some test sites that are often tested have basically not changed much. For example, the problem of traditional function application of 2 1 continues to appear. In 20 14, the primary function in Shaanxi province was a word-based application problem. It is expected that this year's teaching process will be an image-based problem, and the result will still be a word-based application problem. Another example is 18, or the combination of bar chart and fan chart, which is investigated from three aspects: completion, median and estimation.

2. The core test center is flat.

There is no special examination on the conventional core test sites such as inequality groups in solutions and formulas, quadrilateral properties in space graphics, function and function combination in space graphics, and dynamic geometry problems. The small incision proposition of the optional question is relatively simple, and most students can score. The final episode includes

There are also fewer core test sites, and the last big question involves less pure mathematics knowledge.

3. Make mathematics knowledge come alive.

As an applied subject, mathematics mainly solves practical problems. Previous conventional pure mathematics knowledge such as function images, spatial graphics and dynamic geometry problems invisibly increased students' burden and cultivated their "test-taking ability". Some topics have nothing to do with real life. In this year's topic, the setting of mathematical life background topics has been added, such as 18, 20, 2 1, 22 and so on. The 24 questions in this set of test questions actually infiltrate the practical application of mathematics into three questions, and each question is an investigation of students' thinking, especially the third question, which fully examines students' logical thinking ability and inductive analysis ability, so that more outstanding students can stand out here.

It is not difficult to add new test sites.

This year's proposition also examines new knowledge points, such as the real number operation of 15, the multiplication of quadratic roots, the simplification of absolute values, and the operation of negative exponents. Knowledge points are not difficult, but students make many mistakes. Another example is 17 ruler drawing, the essence of which is to make a vertical line on the side of BC. However, some students have insufficient transformation ability and can't understand the meaning. There are not a few students who make an angle bisector. But overall, the students' scoring rate on new topics is still good.

Second, the distribution of knowledge points and scores

Fourthly, the proportion analysis of each grade.

Overall evaluation of verb (abbreviation of verb) test questions

It can be seen from the changes in the mathematics test papers of the senior high school entrance examination in Shaanxi Province in recent years that the proposition group has been seeking for changes, breakthroughs and innovations, and wants to truly evaluate students of different levels through a good set of senior high school entrance examination questions. The steady change of the examination questions in the senior high school entrance examination is a good guide and challenge for students to study firmly and flexibly and for teachers to innovate teaching.

From the students' point of view, most candidates feel that most of the questions in the 20 15 senior high school entrance examination in Shaanxi Province are familiar with and have certain ideas. However, the changes in the form and content of this year's exam still make some students feel uncomfortable. The topic seems to be ok, but there is no complete idea and method. This means thinking more about and understanding the essence and practical significance of mathematical theorems and formulas in the usual study, having good psychological quality, strong adaptability and knowledge transfer ability in the examination room, sorting out the knowledge system at critical moments, excavating the context of knowledge, truly understanding the application of knowledge points, and improving the ability to use knowledge and solve practical problems.

From the perspective of teachers' teaching, in recent years, although teachers can grasp the key points, the difficulty level is not in place, which makes teachers feel as if they are not too adapted (mainly because students' inadaptability leads to their inability to improve their grades). Teachers can roughly guess what to take and how to take the exam, but sometimes they will deviate from the review because of the wrong guess. This brings some confusion to teachers' teaching, but in this kind of teaching, we can really teach students the thinking method of mathematics learning from mathematics teaching and improve their logical thinking ability. Only in this way can students really think and solve problems independently, have the ability to summarize and analyze independently, and realize the real purpose of learning mathematics.

I hope to get close to the senior high school entrance examination from the analysis and improve myself!