A Study On The Consistency Of Chemistry Curriculum In Senior Middle School

China has been implemented standards-based science education reform for more than decade. Despite many achievements, this education reform has many issues unresolved:such as there is a mismatch between curriculum standard and the teaching practices, and the examination effects as the baton of the curriculum teaching.In a standards-based school system alignment of policy documents with standards and assessment is important. To be able to evaluate whether schools and students have reached the standards, the assessment should focus on the standards. Curriculum alignment is the degree to which expectations and assessments are in agreement and serve in conjunction with one another to guide the system toward students learning what they are expected to know and do. In a standards-based system, it is important for all components of the system to align in order to achieve the intended goals.The alignment analysis may lead to further development and refinement of curriculum standards, textbooks, examinations, and classroom instruction as well.This study examines the alignment between the national senior high school chemistry curriculum standard, classroom instruction and the college entrance examination in Jiangsu province and Jiangxi Province. The same coding framework is used to examine content demands, cognitive levels and chemical experimental ability for above three curriculum components. This study adopts the quantity research methods and quality research methods.Through four alignment study, the chemistry curriculum model has been built, and the affection factors of alignment has been analyzed. We hope that we can give a localization study pathway of curriculum alignment. The following chapters are arranged in this dissertation:The research consists of eight chapters. The first chapter is the introduction part. The second chapter mainly deals with the definition, origin, and the study review. Chapter3 compared the three alignment models, and reflected the unsolved problems in Chinese curriculum alignment study. The other three chapters focus on building the analysis methods system of this study. In the seven chapter, Four alignment study are conducted between the national senior high school chemistry curriculum standard, classroom instruction and the college entrance examination in Jiangsu province and Jiangxi Province.The last chapter is about the chemistry curriculum model, and the analysis of the affection factors of alignment.In conclusion, the following research results were obtained.(1) According to comparison of these methods, we found there are no general analytic method. For all of those have own advantages and limitations.(2) Chinese curriculum alignment research have the following issues unsolved:the research underlying assumptions are obscure, the methodology is unclear and the research domain is.ambiguous.(3) It was found that there was slight alignment between classroom instruction and the examination. However, there was not a statistically significant alignment between the curriculum standard and the examination, which was due to a heavier emphasis on inorganic matter and organic matter in the examination than in the curriculum standard. Another reason is lack of experiment skill evaluation in Chinese paper and pencil tests. This study also indicated insignificant alignment between the classroom instruction and the curriculum standard, which was due to a shift toward higher cognitive level in classroom instruction than the curriculum standard. It is suggested that the national chemistry curriculum standard should be revised and the chemistry examination should be updated to include chemical experimental operating test.(4) The study shows that the following factors effected the curriculum alignment:the chemistry curriculum standard is fuzzy and hard to be understand by teachers, the chemistry curriculum evaluation mainly depends on pencil-and-paper test, and teachers have traditional teaching thinking tendency.(5) For the localization of Chinese curriculum alignment research, we should confront the differences with foreign curriculum development, discard their dross and absorb their essence, and then exploit diversified research methods based on the reality of Chinese education.