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明年全国将全面实施“3+2”高考,为帮助读者的高考复习,本文就新、老高考试题从不同角度作一些定性与定量的对照分析,明确其异同,并就数学复习谈一些粗浅的想法,作为参考.一、相同成分多、稳定因素大、体现连续性.分析1994年“3+2”高考与老高考试题,能够发现有许多相同之处.1.考纲原则不变不管是“3+2”高考还是老高考试题,都严肃地贯彻了《考试说明》,体现了“有利于高校选拔人才和有利于中学数学教学”这个指导思想,遵循了“不超过现行数学教学大纲”规定内容,不超过现行课本所能达到的程度的原则.均十分强调“双基”知识的掌握以及能力要求的体现和常用数学思想方法的运用,未出现偏题、怪题、超纲题.2.整体设计合一“3+2”高考与老高考试题均分为客观题和非客观题两大类,其题型数目及分值比例见表1;由此可以发现总体规划是一致的.
Next year, the whole country will implement the “3+2” college entrance examination. To help the readers review the college entrance examination, this article will make qualitative and quantitative comparisons of the new and old exam questions from different perspectives, clarify their similarities and differences, and talk about the mathematical review of some superficial Ideas, as a reference. First, the same ingredients, stability factors, reflecting the continuity. Analysis of the “3 + 2” college entrance examination and the old high exam questions, can be found in many similarities. 1. The principle of the syllabus remains the same whether it is “ The “3+2” college entrance examination or senior high exam questions all seriously implement the “Exam Description”, which embodies the guiding ideology of “advantageous in the selection of talents in colleges and universities and the teaching of mathematics in middle schools” and follows the “no more than the current mathematics syllabus” The content does not exceed the principle that current textbooks can achieve. They all emphasize the mastery of ”double-base“ knowledge and the demonstration of ability requirements and the use of common mathematical ideas and methods. There have been no overshoots, strangeness, or excessive issues. The overall design of ”3+2" college entrance examination and old high exam questions are divided into two major categories: objective and non-objective questions. The number of questions and their proportions are shown in Table 1. From this, we can see that the overall plan is consistent.