A Study On Alignment Of Classroom Teaching,academic Examination And Curriculum Standards In Mathematics Of Junior High School

With the continuous progress of curriculum reform in the 21 st century,standard-based curriculum reform is widely carried out all over the world.Curriculum researchers are paying more and more attention to the quality of classroom teaching and academic examination,especially in the field of classroom teaching and academic examination in compulsory education.Under the background of the new curriculum reform,deeply studying the consistency degree between the mathematics classroom teaching,the academic examination and the curriculum standard in middle schools has become the core topic in the field of curriculum research.This thesis takes middle schools mathematics teachers and the latest five years middle schools graduate mathematics study examination papers of J province as the research object and uses the "SEC" curriculum implementation investigation model,discusses consistency of middle schools mathematics classroom teaching,the academic examination and the curriculum standard consistency in J province.The main questions include: Are the middle schools mathematics classroom teaching and curriculum standards consistent? Is the middle schools mathematics academic examination consistent with the curriculum standard? Is it consistent between middle schools mathematics classroom teaching and academic examination?What is the level of consistency between the three? In which areas are consistent and in which are inconsistent? Put forward corresponding suggestions to improve its consistency level.From the existing research resources,the current research on these issues has not been carried out in-depth.So by going deep into these questions,not only can reveal the middle schools mathematics classroom teaching,academic examination and curriculum standards consistency level but also,more importantly,can construct a local classroom teaching,academic examination and curriculum standards consistency analysis framework,which can widely investigate and analyze the basic education of different stages,different grades,different subjects of classroom teaching,academic examination and curriculum standards consistency level,comprehensive testing of different levels,different grades,different subjects of primary and secondary schools teachers' curriculum implementation,to promote the quality of basic education.This paper first expounds the research background,purpose,research problems and research innovation of mathematics classroom teaching,academic examination and curriculum standard consistency in junior high school.This paper analyzes and summarizes the consistency of curriculum objectives,curriculum standards,classroom teaching and academic examinations,and curriculum fields,and defines the relevant core concepts.Through the construction of classroom teaching,academic examination and curriculum standard consistency analysis framework," compulsory education mathematics curriculum standard(2011 edition)" coding,the J province T city junior high school mathematics teacher classroom teaching content investigation and coding results,and the province nearly five years of academic examination paper coding results,using the "SEC" curriculum implementation survey model as a testing tool to analyze the consistency of classroom teaching,academic examination and curriculum standards.The research findings that the analysis of the consistency between mathematics classroom teaching and curriculum standards in middle schools.It is found that there is no consistency between classroom teaching and curriculum standards.The analysis of the consistency between mathematics examination and curriculum standards in middle schools.The consistency of middle mathematics classroom teaching and academic examination,the differences of consistency level of content subject dimension and cognitive level dimension were analyzed,and it was found that there was no consistency between classroom teaching and curriculum standard.Analysis of the general situation of the consistency level of mathematics classroom teaching,academic examination,and curriculum standard in middle schools.It analyzes the difference of consistency level of content subject dimension and cognitive level dimension.The consistency with the academic examination is relatively high,the consistency between classroom teaching and curriculum standard is relatively middle,and the consistency between academic examination and curriculum standard is relatively low.In addition to the characteristics of mathematics classroom teaching,academic examination and curriculum standard consistency level and middle schools mathematics content theme and cognitive level dimension classroom teaching,academic examination and curriculum standard consistency level characteristics,mainly put forward the following suggestions: reasonable allocation of each subject content teaching and examination,improve the content consistency;clear curriculum content cognitive requirements,improve classroom teaching,academic examination and curriculum standards consistency;pay attention to "synthesis and practice" field content teaching and evaluation;strengthen the training of propositional and front-line teachers,improve the content.Understanding of curriculum standards;based on localization,the development of classroom teaching,academic examination,and curriculum standards consistency level analysis tools.It is found that there is no statistically significant consistency between classroom teaching,academic examination and curriculum standard;the degree of consistency between classroom teaching and academic examination is higher than that between them and curriculum standard;the grasp of curriculum content requirement between classroom teaching and academic examination is higher than curriculum standard;the attention of classroom teaching and academic examination to "synthesis and practice" curriculum content is not enough;there are some differences in the understanding of curriculum standards among different teachers.Mainly put forward the following suggestions: reasonable allocation of each subject content teaching and examination,improve the content consistency;clear curriculum content cognitive requirements,improve classroom teaching,academic examination and curriculum standards consistency;pay attention to "synthesis and practice" field content teaching and evaluation;strengthen the training of propositional and front-line teachers,improve the content.Understanding of curriculum standards;based on localization,the development of classroom teaching,academic examination,and curriculum standards consistency level analysis tools.To sum up,the in-depth study on the consistency of mathematics classroom teaching,academic examination and curriculum standards in junior high school not only provides a new horizon for teachers to test the degree of curriculum implementation,but also can promote middle and high schools teachers to carry out teaching based on curriculum standards,promote propositional students to compile academic examination papers based on curriculum standards,and then improve the quality of classroom teaching and academic quality evaluation.