高考数学命题及客观题应用发展研究

发布时间：2018-05-29 05:42

本文选题：高考数学 + 命题研究　；参考：《福建师范大学》2015年硕士论文

【摘要】：高考是最受社会关注的一种国家教育考试制度。数学科目向来是最重要的、必考的高考科目之一。因此,研究和提升高考数学命题质量具有多方面的重要意义。本研究运用历史文献法、统计分析等方法,对新中国建立以来的高考数学命题进行分析研究,分别从1949-1982年、1983-1999年、2000-2014年三个阶段,从题型结构和考查内容两个方面着手,对历年高考数学客观题命题与应用情况进行统计分析。统计分析研究表明,1949-1982年期间的历年高考数学命题具有题型以主观题为主、考查内容不固定且覆盖面窄、部分初中知识成为考核重点等一些特点和问题。1983-1999年历年高考数学命题的特点为：出现客观题且选择题数量较多；试卷满分从120分增加到150分；选择题单题分值逐渐增大；客观题总分占试卷满分比重逐渐增大至50%左右。新世纪以来,我国高考数学客观题应用中存在三个方面的问题：第一,选择题、填空题的单题分值过大,导致高考数学的信度、效度和区分度在一定程度上有所降低；第二,客观题无法考查到“考试大纲”(或考试说明)中要求的全部内容,一方面是考查到的“知识模块”不固定、不全面,另一方面是考查“知识模块”的知识内容不全面；第三,部分客观题的解题步骤过多,导致耗费考生过多答题时间。针对高考数学存在问题,本研究提出了关于高考数学客观题命题改革的四个取向：第一,“题量增加、分值减少”；第二,“知识重要、步骤简单”；第三,“一模多面”、全面立意；第四,“一题多模”、模块交叉。
[Abstract]:College entrance examination is a kind of national educational examination system that receives the most attention of the society. Mathematics has always been one of the most important, compulsory subjects in the college entrance examination. Therefore, it is of great significance to study and improve the quality of mathematics proposition in college entrance examination. Using the methods of historical literature and statistical analysis, this study analyzes and studies the mathematical propositions of college entrance examination since the founding of New China, starting from the three stages of 1949-1982 to 1983-1999 and 2000-2014, starting from two aspects: the structure of the questions and the contents of the examination. This paper makes a statistical analysis on the proposition and application of mathematical objective questions in college entrance examination over the years. The statistical analysis shows that the mathematics proposition of college entrance examination in the past years from 1949 to 1982 is dominated by subjective questions, and the contents of examination are not fixed and the coverage is narrow. Some junior high school knowledge becomes the key point of examination and some characteristics and problems. The characteristics of mathematics proposition of college entrance examination in 1983-1999 are as follows: the number of objective questions appears and the number of multiple choice questions increases from 120 to 150; the score of multiple choice questions increases gradually; The total score of objective questions gradually increased to about 50%. Since the new century, there are three problems in the application of objective mathematics questions in college entrance examination in our country: first, the scores of multiple choice questions and single questions filled in the blanks are too large, which leads to a decrease in the reliability, validity and distinction of the mathematics of the college entrance examination to a certain extent; second, The objective questions cannot find out all the contents required in the examination outline (or examination instructions). On the one hand, the "knowledge modules" examined are not fixed and comprehensive; on the other hand, the knowledge contents of the "knowledge modules" are not comprehensive; third, Part of the objective problem solving steps too many, resulting in excessive time spent examinees answering questions. In view of the problems existing in the mathematics of college entrance examination, this study puts forward four orientations about the reform of the objective question proposition of the college entrance examination mathematics: first, "the quantity of questions increases, the score decreases"; second, "knowledge is important, the steps are simple"; third, "one module has many aspects". Overall intention; fourth, "one question multi-mode", module cross.
【学位授予单位】：福建师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.6

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