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最近我們有机会看到1962年全国高考的数学試卷571份,考生是属于24个学校的24个班級的应屆毕业生,这些学校都有一定的代表性。从这些試卷中可以看出有的学校自从加强了基础知識的教学、重視了計算能力的提高、注意了邏輯思維的訓綜以后,所获得的成績是显著的,但就一般情况看来考生对内容較单純的題目解答較好,对綜合題解答較差,对一般代数題与三角題解答还好,对几何題解答则很差,从試卷所反映的一些具体情况分析,我們也发現了一些問題今愿就这些問題提出个人的一些意見(由于研究所存在的问題,故不免要較側重的談談缺点),以供同志們作进一步改进教学的参考。一、存在問題 (一) 关于掌握基础知識方面。在这次考试中,所遇到的一些基础知識如对数性
Recently, we had the opportunity to see 571 math exams in the national college entrance examination in 1962. Candidates are fresh graduates of 24 classes in 24 schools. These schools are all representative. From these papers, it can be seen that some schools have achieved remarkable results since they strengthened the teaching of basic knowledge, emphasized the improvement of computing power, and paid attention to the training of logical thinking. The content of the problem is better than a simple problem, and the solution to the comprehensive problem is poor. The solution to the general algebraic problem and the trigonometric problem is still good. The answer to the geometric problem is very poor. From the analysis of some specific situations reflected in the test paper, we also found that Some of the issues will present some personal opinions on these issues (due to the problems in the Institute, it is necessary to focus on the shortcomings) so that comrades can use them as references for further improvement of teaching. First, there are problems (a) on the mastery of basic knowledge. In this examination, some basic knowledge encountered such as logarithmic