Based On Curriculum Standards Of Zhejiang Province College Entrance Examination Mathematics Paper Consistency Analysis

With the development of the times, the college entrance examination’s selectionfunction is declining. All aspects are more and more in line with the idea of the newcurriculum standards. China’s "Basic Education Curriculum Reform (Trial)"provides that "national curriculum standards, the compilation of teaching materials,teaching, assessment and examination of propositions’s basis."[1]academicevaluation based on curriculum standards, national curriculum standards are apowerful guarantee.The college entrance examination for student academicassessment of the most important exams, discuss it and curriculum standardconsistency is important.In this paper, for reference Weber consistency analysis model of ZhejiangProvince in2005,2009,2010,2011college entrance mathematics examinationpapers and program standards in terms of knowledge and skills in four dimensions:types of knowledge, depth of knowledge, breadth of knowledge, knowledgedistribution of the balance, to explore the consistency between the two, if not theanalysis of the reasons. Analysis of the curriculum around the questions of thedegree of consistent rate, explore the characteristics of the curriculum afterquestions. The college entrance examination as a selection of the difficulty of thequestions can be imagined, that the consistency of the questions and curriculumstandards high or low will not affect the questions of difficulty? Whether theconsistency, the better the higher the degree of difficulty it? Along with thisquestion, the second part of this paper is on questions using cognitive task analysis,the difficulty of analysis, and to explore the consistency and item difficulty.In this study, using documentary research and quantitative research methods.Data processing and analysis, the following main conclusions:First, based on curriculum standards, Zhejiang Province, college entrancemathematics examination paper the general characteristics of analysis. Analyticgeometry consistency acceptable up in the four years of questions, followed bythree-dimensional geometry, function and the derivative again, Probability andStatistics and inequality and vector and trigonometric functions and series.Questions of each of the years in various fields of knowledge types, knowledgebalance better consistency and breadth of knowledge is less consistently.Second, based on curriculum standards, Zhejiang Province, college entrance mathematics examination papers before and after the curriculum consistencycomparison. Knowledge of types of areas: curriculum after the questions on thefunction and the derivative, the triangle with a number of columns, analyticgeometry of the field before pointing to the curriculum standards in the curriculumcontent areas the larger questions of the knowledge capacity. Depth of knowledge:By analyzing the derived class standard more emphasis on the application ofmathematical knowledge, and higher demands on students’ ability. Knowledge inbreadth: In addition to the field of probability and statistics, more of the questionsin the curriculum standards. Balance in terms of knowledge: knowledge of thedegree of balance of the curriculum around the questions are consistent with thecurriculum standards.Third, based on the curriculum standards of Zhejiang Province, college entrancemathematics examination papers in the curriculum areas of consistencycharacteristics.The new college entrance examination proposition, Zhejiang provinceto the analytic geometry, solid geometry of two areas of the proposition andcurriculum conformity, other areas in the breadth of knowledge consistency, depth ofknowledge consistency are remains to be improved, especially the field ofprobability, breadth of knowledge is low, main reason is the statistical knowledge isnot investigated.Fourth, Zhejiang Province, four-year college entrance math questions questiondifficulty. Four years, the difficulty of the questions the overall value from hard toeasy sorting:2010,2011,2009,2005. Trigonometric series of item difficulty inthe field of2011. Function and derivative areas of difficulty in2010. Inequality andvector of the most difficult in2010. The most difficult of analytic geometry is2011.Three-dimensional geometry of the most difficult in2009. The most difficult ofProbability and Statistics in2009.Fifth, Zhejiang College Entrance Examination consistency and item difficulty.By spss statistical analysis shows that the depth of knowledge consistent rate and isnot related to item difficulty.According to the above research conclusion, this article from the curriculumstandards, consistent mode, difficulty to raise a few immature opinion. Finally, thisstudy also analyzed the limitations.