High School Physics Curriculum Standard And Academic Level Test, Classroom Teaching Content The Consistency Of The Study

The promulgation of the curriculum standard is a important achievement of the eighth curriculum reform in our country. In theory, the curriculum standards should be the benchmark of the all aspects of the physics curriculum reform. In other words, the premise that the curriculum system will operate effectively, is the good matching between each course elements. The alignment between curriculum standard, instruction and evaluation, is the demand and goal of curriculum reform. This paper studys the alignment between China senior high school physics curriculum standard, physics academic proficiency test and teachers’ instruction content. The research is quantitative and qualitative by means of literature research, survey researh, content analysis and "the Porter alignment method"Research shows that, The alignment between curriculum standard, instruction and evaluation is not enough, namely, there is not a statistically significant alignment between them. First of all, to "evaluation-standard", there is notable differences in content subject dimension and cognitive level dimension between physics academic proficiency tests (2007-2011) and curriculum system. In addition, along with the passage of time, the alignment between test and curriculum standard did not improve. Secondly, the alignment between instruction and standard is also not satisfactory, which is reflected in the different emphasised on content subjects and cognitive level. Compared with the curriculum standard, teachers’ instruction has a higher demand in cognitive level. Thirdly, in regard to teachers’ instruction content, the alignment of "instruction-evaluation" is better than "instruction-standard". Maybe it explains that the effect of evaluation on teachers’ teaching is greater than curriculum system.Based on research and the results of the survey, this paper further discusses the factors influencing the alignment, including curriculum standard itself, evaluation form and the traditional "teaching inertia". Through the discussions about some related questions, we reflect a series of feasible methods and strategies to improve the alignment so as to provide some ideas and inspiration based on research to the realization of "standard-based instruction" and "standard-based evaluation".