“双减”背景下湖南中考数学试题综合难度的比较研究——以2022~2024年湖南省中考数学试卷为例
Comparative Study on the Comprehensive Difficulty of Hunan High School Entrance Examination Mathematics Questions under the Background of “Double Reduction”—Taking the 2022~2024 Hunan Provincial High School Entrance Examination Mathematics Test Papers as an Examples

借助综合难度模型，选取2022~2024年湖南省中考数学试题，从背景、知识与技能、运算、推理、认知和表征水平六个维度对试题进行比较，统筹总体综合难度系数，进而得到四套试题的变化差异：关联背景和复杂符号运算的题目所占比例均偏低；而知识与技能的各个水平层次之间的占比存在较大差异；推理与认知水平维度的各个水平层次占比也呈现出不均衡的特点；此外，综合难度系数方面也存在一定的差异性。由此提出建议：适当增加情境性背景试题，培养跨学科的应用意识；提高开放性试题比例，注重与学科思政的有机融合；依照课程标准命题，科学设置数学试题综合难度。
With the help of the comprehensive difficulty model, select the math questions 2022~2024 Hunan Province high school entrance exam math questions, compare the test questions from six dimensions of background, knowledge and skill, operation, reasoning, cognition, and representation level, coordinate the overall comprehensive difficulty coefficient and get the differences of the four sets of questions: the proportion of questions with background and complex symbol operation is low; the proportion between knowledge and skill is quite different; the proportion of reasoning and cognition is also unbalanced; moreover, there are some differences in the comprehensive difficulty coefficient. Therefore, the relevant suggestions are put forward: appropriately enhance the situation of the test background and cultivate students’ cross-disciplinary application consciousness; maintain the overall comprehensive difficulty and promote the construction of students’ knowledge context system; appropriately increase the proportion of open test questions and pay attention to the organic integration with the ideological and political discipline; scientifically set the comprehensive difficulty of mathematics test questions according to the curriculum standard proposition.