中考数学试题一直以来都是数学教学研究所讨论的重点之一。在数学教学中使用中考试题尤其是初三课堂上，是很普遍的现象。考试的三大功能之一就是引导教学，中考对教学的引导具有“二重性”：使用得当可发挥其正向积极的作用，促进学生数学核心素养的提高；使用不当则会导致片面追求升学率，使得学生对数学的认识停留在机械记忆和简单计算中，只是计算等后果。通过查阅文献可以发现，许多初中教师已经有了在课堂教学中使用中考试题的经历，但对于教师在课堂教学中如何选择、使用中考试题、学生反馈如何、影响中考试题使用的因素等情况仍未有深入了解。为此，本研究依托初三年级的“二次函数”章节，借助笔者教育实习的便利条件，通过问卷调查、课堂观察和师生访谈研究初三教师“二次函数”部分课堂教学中考试题的使用情况。经过3个月的研究与探索，得出如下结论：

1. 初中数学教师对在初三课堂教学使用中考数学试题高度认可，对“二次函数”课堂教学使用中考数学试题高度重视；

2. 初中数学教师对中考数学试题的认识、使用安排和实际使用情况存在差距；

3. 初中数学教师在“二次函数”课堂教学是否使用中考数学试题以及如何使用中考数学试题是因人而异的，但应遵循课程标准，根据知识点的难易程度、重要程度适度使用中考数学试题；

4. 学生对数学课堂中所呈现的例习题的来源并不关心，对待中考数学试题（或其变形）或一般教辅资料中的习题的态度无明显差别，更多的是依赖数学教师对学生的引导。

综上所述，对于初三数学课堂是否选用中考数学试题以及如何选用中考数学试题应根据课堂教学目标的具体设定而决定；对于确定使用中考数学试题作为课堂例题或习题时，也应在试题本身的基础上进行变式教学，这样更有利于学生对知识的理解和深化。

The use of middle school entrance examination questions in mathematics teaching has always been a focus of research at the Mathematics Education Research Institute. It is a common practice to use middle school entrance examination questions in mathematics teaching, especially in the classroom of grade nine. One of the three major functions of examinations is to guide teaching. The middle school entrance examination has a “dual nature” in guiding teaching: when used properly, it plays a important role in helping student learn math; when used improperly, it can lead to a one-sided pursuit of the enrollment rate, causing students' understanding of mathematics to remain at the level of mechanical memorization and mere calculation. Through literature review, it can be found that many junior high school teachers have experience in using middle school entrance examination questions in classroom teaching. However, there is still a lack of in-depth understanding of how teachers select and use middle school entrance examination questions in classroom teaching, student feedback, and factors influencing the use of middle school entrance examination questions.

Therefore, relying on the convenience of the researcher's teaching internship at S Junior High School in Beijing, this study conducted a questionnaire survey, classroom observation, and teacher-student interviews to research the use of middle school entrance examination questions in the teaching of “quadratic functions” by grade nine teachers at the school. After three months of research and exploration, the following conclusions were drawn:

1. Mathematics teachers at S Junior High School highly recognize the use of middle school entrance examination questions in grade nine classroom teaching, especially in the teaching of “quadratic functions”.

2. There is a gap between the understanding, use arrangements, and actual use of middle school entrance examination questions by mathematics teachers at S Junior High School.

3. Grade nine students at S Junior High School do not show a significant difference in their attitudes towards whether teachers use middle school entrance examination questions or other sources of exercises in the classroom. They rely more on the guidance of mathematics teachers.

4. Mathematics teachers at S Junior High School use middle school entrance examination questions in the teaching of “quadratic functions” based on the difficulty and importance of the corresponding knowledge.

Therefore, this study suggests that S Junior High School teachers should flexibly select and adapt middle school entrance examination questions according to the teaching objectives.