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Analysis Of Physical Examination Questions Of College Entrance Examination Under New Curriculum Standard

Posted on:2015-10-08Degree:MasterType:Thesis
Country:ChinaCandidate:Z K XieFull Text:PDF
GTID:2207330452452028Subject:Subject teaching
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New curriculum reform advocates quality-oriented education, pays attention tothe training of scientific literacy of students, and it puts forward the three-dimensionalgoals regard as the specific goals for the course to promote the all-round developmentof students. Under the reform of the new curriculum, some selective curriculum areadded to teaching materials, which reflects the selective of the courses and conformsto the requirements of the students’ development; the structure and content of the testhas been changed and the foundation and the ability are highlighted.Faced with the university entrance exam of the new curriculum, it is found thatprevious researches of physical test questions mainly focus on the problem-solvingstrategies, classification to exploring and parsing, thinking and evaluation, reviewstrategies. They didn’t have a detailed analysis of the new curriculum standardvolume and the national volume, they also did not highlight the methods andstrategies of the problem-solving in the role and position of college entranceexamination.Based on the goal, the idea and the capacity requirements of the new curriculum,we use the counter and Excel to make a statistics analysis on the13sets of thephysics papers of college entrance examination (6sets of the new curriculum standardvolume and7sets of the national volume) from2009to2013.Firstly, we analyse several aspects for each subject, such as topics, textbookchapters, scores, knowledge plates, exam outline knowledges, concepts orphenomenon, main methods or test types, capacity requirements and difficulties.Secondly, according to the structure of the test paper, we make a statisticalanalysis in the numbers, scores and percentages of single choice and multiple choicein the choice tests; then we analyse the scores and percentages of experimental andcomputational subjects by comparison, the test types, scores and percentage ofselective test parts are analysed too.Thirdly, according to the content of the test paper, we make a statistical analysisin five knowledge parts (mechanics,electromagnetism, heat, optics, atomic physics)in the numbers, scores and percentage of the total scores which includes660points in the new curriculum standard volume and840points in the national volumerespectively; based on exam outline, we make a statistical analysis in five capacityrequirements (the comprehension ability, the inference ability, the analytic andsynthetic ability, the ability of mathematics methods to work out physics problems,the experimental ability) of scores and percentage of the total points; then we analysethe number of test question types, scores and percentage of chapters by comparison;in this paper, the type of test question, numbers, scores and percentage of outlineexamination points are also analysed by comparison.Finally, based on the above statistics and analysis, the problem-solving methodsand problem-solving strategies of the new curriculum standard volume are studied,then we put forward advises for high school student how to learn new knowledge andreview old ones; when students solve physics tests of college entrance examination,we point out that they should pay more attention to the application of models andconclusions, they also should adjust themselves from the aspects of methods andmental attitudes to improve the speed of problem-solving. As a result, we can providesome teaching references for the high school physics teachers.
Keywords/Search Tags:the physics of college entrance examination, the new curriculumstandard volume, the national volume, comparison, statistical analysis
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