A Study On The Consistency Of Junior Middle School Mathematics Examination And Curriculum Standard In Shanghai

Standards-based curriculum reform was universally implemented all over the world in recent years, also standards-based test has gradually become the mainstream of education examination. However the consistency between the curriculum standards and the examination is the key to the success of curriculum reform. Only if they are consistent, can give full play to the guiding role of exam, lead teachers to carry out teaching activities which was based on the standard, so as to realize the goals of curriculum reform.Based on the above background, this paper draw lessons from the SEC consistency analysis model, combining the reality of Shanghai junior middle school mathematics teaching, construct the content theme Cognitive level of two-dimensional analysis framework, on the basis of about 2010 to 2014, the Shanghai junior high school graduation unified examination in school mathematics examination paper and curriculum standard consistency analysis from the following three aspects:(1)How was the consistency of the distribution on the theme of content between the Shanghai junior middle school mathematics unified school graduation examination and the mathematics curriculum standards in the past five years?(2)How was the consistency of the distribution on the cognitive level between the Shanghai junior middle school mathematics unified school graduation examination and the mathematics curriculum standards in the past five years?(3)How was the whole consistency between the Shanghai junior middle school mathematics unified school graduation examination and the mathematics curriculum standards in the past five years?Using content analysis, this paper analyzed the test paper and the curriculum standards which are in a same frame respectively. Finally the article uses the method of statistics to quantitative analysis of the results.It is concluded that the Shanghai junior middle school mathematics curriculum standard and academic level tests the consistency of the conclusions:(1)Conclusion of the consistency on the " content theme "The content theme that contains "mathematics statistics" and "equation and algebra" are consistent with the curriculum standard; The content theme that contains "number and operation" and "graphics and geometric" are less than the curriculum standard; Compared with the curriculum standard, the tests strengthen the "function and analysis ".(2)Conclusion of the consistency on the " cognitive level "In the past five years, mathematics tests on the "memory level" are in accordance with the curriculum standard; Mathematics tests on the "exploratory understanding level" are below the curriculum standard; Mathematics tests on the "explain understanding level" are higher than the curriculum standard.(3)Conclusion of the whole consistencyFrom 2010 to 2014, there is no significant consistency between curriculum standard and the mathematics academic level tests. Consistency between math tests and the curriculum standard presents type trend that likes "U". The consistency that in2010 and 2014 are the best, The consistency that in 2011 and 2013 are followed; the consistency in 2012 year is the worst. Compared with the curriculum standard, the academic level tests of mathematics in the past five years has weakened in "graphics and geometry"( " memory level "); It reduced "equations and algebraic"( "exploring understanding level"), and strengthen its "explain understanding level".