A Statistical Analysis of Trigonometric Function Items in the 2024 College Entrance Examination

本文以2024年高考三角函数试题为研究对象，从题型分值、知识点分布、综合难度系数及数学核心素养四个维度展开量化分析，揭示其命题特点及教学启示。研究表明，试题在注重基础性知识考查的同时，增加了综合性与高阶性能力要求，各地区试卷对知识点和能力的考查呈现差异化。整体上，试题强调“价值引领、素养导向、能力为重、基础为基”，突出逻辑推理和数学运算等核心素养的考查。基于此给出教学建议：回归教材；关注知识联系；落实核心素养。This paper examines the trigonometric function test items from the 2024 College Entrance Examination, conducting a quantitative analysis from four dimensions: question type scores, knowledge point distribution, overall difficulty coefficient, and the representation of core mathematical literacy. The study reveals key characteristics of test design and its implications for classroom instruction. Findings indicate that while the test items emphasize foundational knowledge, they also place increasing demands on students’ comprehensive and higher-order thinking abilities. Regional variations are observed in the focus on knowledge content and competency assessment. Overall, the test items reflect the principles of “value orientation, quality focus, ability first, and solid foundation,” with particular emphasis on core competencies such as logical reasoning and mathematical operations. Based on these insights, the paper proposes instructional recommendations: return to the textbook, emphasize conceptual connections, and implement core competencies in teaching practice.