| Taiwan university entrance examination subjects(math-test specified) and the national high school mathematics exam have similar function.So this paper choose science and liberal arts mathematics from 2005-2014,ten years college entrance examination and Taiwan specified subjects that is math A and math B, forty sets of paper in total as the search object. It compares the similarities and differences the examination form in the mathematics examination paper structure, the proportion of knowledge module scores from the crosswise and longitudinal two aspects.The following conclusions are obtained:(1) In the framework structure mathematics curriculum documents of cross-strait high school have no big difference. The only difference is the "standard". There are forewords in mainland. While the ‘Outline’ in Taiwan established the core competence and time allocation.In addition, Taiwan "Outline" is divided into two parts to elaborate, the compulsory outline and elective outline. However the compulsory courses and elective courses in mainland standard only narrate the contents, but the other part is consistent with the requirements of others, and not be separated.(2)Taiwan "Outline" emphasized that curriculum should focus on the interface, and the university mathematics teaching material, pay attention to cohesion in integration and connection. While the mainland "standard" doesn’t involve contemporaneity, forward-looking and cohesion of the course.(3)Both mathematics curriculum adopt the way of the combination of the compulsory and elective. In the choice of the compulsory course content, the objective and standard between Taiwan and mainland is consistent. In the elective content design,Taiwan aims at the difference of learning objects, dividing the curriculums into four categories: standard curriculum, basic curriculum, integrated curriculum and advanced curriculum. That truly realized "different students learn different math; everyone gets different development in mathematics". The eletive course in mainland is the equivalent of the standard course in Taiwan. Obuiously,Taiwan’s course design is more diverse than that of mainland.(4)The textbooks of Taiwan contain more knowledge points than mainland textbooks. The arrangement of knowledge content on both sides of the high school mathematics textbooks have different emphases. The mainland textbooks attach great importance to the choice of the traditional mathematics teaching material, pay attention to mathematics learning for all, and focus on the explanation of basic mathematics. Taiwan textbooks pay more attention to the modern mathematics content selection, associating with University education.As for modern mathematics, progression and series, derivative and its application, elementary linear algebra these three aspects in Taiwan textbook is more important.While the preliminary algorithm is more special. There is no knowledge unit in Taiwan textbooks. As for the traditional mathematics, complex number and the complex plane, triangle function solutions and trigonometry in Taiwan appear to be more important, but there is only three points in coordinate system and the parameters in the equation.(5)The test length is 120 min in mainland and the full mark is 150, corresponding to an average of 1.25 points/min;The time in Taiwan is 80 min and the full mark is 100, corresponding to average out of 1.25 points/min.The style of the questions of the math test in Taiwan is more than the rich and diverse, including multiple choice.The same is that both have single choice, gap filling and short answer question. Among them, Taiwan is five select one type but the mainland is four choose one. In the college entrance examination in mainland, the proportion of objective questions remains constant. In contrast to Taiwan both in single answer and objective questions(multiple-choice + sigle-choice) fluctuates wildly.There is no obvious regularity.(6) Science and liberal arts mathematical in the college entrance examination papers maintain consistency in types and quantities. The line graph shows linear. The quantity of Taiwan mathematics examination questions is more stable but no obvious rules. The corresponding to different quantity of cross-strait papers at exam time is different: Taiwan candidates should complete 11 to 13 problems in 80 min but the mainland examiner should finish 22 questions in 120 min.(7)Whether Chinese college entrance examination or Taiwan mathematics test, knowledge examination are very broad, paying attention to the examination of key knowledge module. However, because of examination time limit, the math exam time accounts for only 53%, so the capacity of knowledge and knowledge coverage rate are far lower than that of the mainland, which puts higher requirement level " on the Taiwan in the item of " knowledge interchange.(8) The degree of attention to “function and derirative” module is higher than Taiwan. In addition, no matter science or art, the mainland focuses on the abstract research of the function properties and graphics,.While Taiwan pays more attention to the life application, especially in Mathematics B, only requring a simple application of simple functions, not analyzing the complex abstract.(9)The proportion of the “triangle” in the science part is not high. Changes in this part have more characteristics. It can be roughly considered that the proportion in two years is a group, showing a "shift" in the situation. In mathematics A in Taiwan, the “triangle” is not every year related to, but once there is relevant topics, the proportion is very high. Maths B is not required to "triangle".(10)Form 2008 to now, the research on "probability and statistics" remains stable in mainland.Taiwan no matter mathematics A or mathematics B, has a higher requirement of analysis based on permutation and combination. Comparing with Math A,Math B has higher requirements on "probability and statistics". The strength of examination is also great.(11)In continental Science and arts the test of the analytic geometry examination has two forms: two questions and one problem. The scores are all above 22 points. The scores of Taiwan mathematical A have large fluctuations; In mathematics B, the test on the "analytic geometry" examine appears "point break" type vacancies. Generally speaking, the requirements are low.(12)Series title is almost involved every year. It is the key content. In Taiwan no matter Mathematics A or Mathematics B, there are large areas of blank. This is related to the Taiwan examination scope. Sequence knowledge often appears in measurement science, but it rarely involved in Taiwan Math test, and it concentrates more on the series and limit. So, Taiwan and the mainland have different priorities about "series".(13)Science and arts maintain "solid geometry" test, the fluctuation is not great in ten years. Taiwan mathematical A, the changes over the years are great, there is no obvious rules and patterns. This part of Mathematics B is not required. It hasn’t appeared in recent seven years.On the above analysis the author draws the following suggestions: the mainland high school mathematics textbook content can be appropriately extended; the required courses and elective courses can be equal; use the test information model of Taiwan for reference; test can strengthen embodied in the application of mathematics, the arts and science can increase the partition. |
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