在充斥大量数据的当今时代，掌握概率论与数理统计知识对解决实际生
活问题有着重要作用。作为高中数学课程内容的四大主线之一的“概率与统计”知识，在课程教学与高考中均占有不可忽视的重要地位。 
本研究基于《普通高中数学课程标准（2017年版2020年修订）》，对2021-2023 年18 套高考数学全国卷真题进行定性和定量分析，通过统计高考真题中“概率与统计”试题的题型、数量、分值占比等维度的情况，明确试题基本结构，然后综合课程标准和相关文献中的分类方式，对所选试题考查的知识点进行分类统计，总结特征，接着利用武小鹏、孔企平构建的综合难度模型对试题难度水平进行定量分析，然后利用上述统计结果对新全国卷和旧全国卷进行比较研究，最后总结得出近三年全国卷概率统计试题重视情景、关注基础知识、注重综合应用的命题特点，以及新、旧全国卷在题型结构、知识点考查情况和难度水平三个方面的异同，并为教学备考提供建议。 

In today's data-rich world, understanding quantitative statistics and probability theory is crucial for resolving real-world issues. As one of the four major lines of mathematics curriculum content in senior high school, "probability and statistics" knowledge is crucial for both curriculum teaching and College entrance examination.

This study analyzes 18 sets of mathematics national tests for the 2021-2023 College entrance examination qualitatively and quantitatively, based on the "Mathematics Curriculum Standards for Senior High Schools (2017 edition, 2020 Revision)". By counting the types, quantities, and scores of the "probability and statistics" questions in the college entrance examination questions, the study defines the basic structure of the exam questions. Then, the knowledge investigated in the chosen test items are categorized and assessed, and the features are summarized, in accordance with the classification methods outlined in the curricular standards and other relevant literature. Next, a quantitative study of the test items' difficulty is carried out using the complete difficulty model developed by Wu Xiaopeng and Kong Qiping. After that, a comparison between the new and old national exam tests is made using the statistical data mentioned above. Lastly, the study concludes that, over the past three years, the "probability and statistics" questions in the national tests have placed greater emphasis on situation, basic knowledge, and comprehensive application of knowledge. The study points out the similarities and differences between the new and the old national test questions in the structure of questions, knowledge points and difficulty levels, so as to provide suggestions for teaching preparation.