具有高等数学背景的高考题研究

Research On College Entrance Examination Questions With AdvancedMathematics BackgroundAbstract A hundred years ago,F.Klein advocated the consciousness of "primary mathematicswith a high viewpoint",emphasizing the need to use modern mathematics to transform the contentof middle school mathematics.This point of view has profoundly influenced the mathematicseducation in modem high schools.Of course,the college entrance examination in China directlyaffects mathematics teaching in middle schools.This paper studies college entrance examinationquestions with advanced mathematics background.First,read a lot of references,and sort out and analyze the existing related research.Including the function,writing and teaching inquiry of the "high viewpoint"question;Interpret the"High Viewpoint"in the "Curriculum Standards"from the basic concepts and content of the course;Give the definition and classification of the "high viewpoint"question.Next,we will analyze and analyze the national mathematics college entrance examinationquestions in 2019 in terms of quantity and quality.The study found that more college entranceexamination questions with advanced mathematics backgrounds appeared in the 2019 collegeentrance examination papers,and attached importance to the examination of students'ability toanswer questions under the "high viewpoint".Finally,some teaching suggestions are put forward.(1)Teachers should strive to createlearning scenarios with "high viewpoint"questions;(2)Proper knowledge transfer and expansion;(3)When explaining the topic of "High Viewpoint",we must fully tap the knowledge andbackground of "High Viewpoint",and attach importance to the teaching of mathematical ideas andmethods.Aspects of learning:(1)In daily learning,it is necessary to accumulate advancedmathematical background knowledge;(2)When solving problems,especially when solvingcollege entrance examination math problems,try to "stand high"and "keep analyzing"Key words High opinion question advanced mathematics Middle School MathematicsProblem-solving teaching