Consistent Analysis For Mathematics Examination Paper Ⅱ Of National College Entrance Which Based On Curriculum Standard

It has been 3 years since the proposition of mathematics examination paper Ⅱ of NEMT(the National College Entrance Examination) was carried out in 2013.It was used in these provinces that have the underdeveloped economy and backward education,mainly in Qinghai,Gansu,Tibet,Xinjiang,and Inner Mongolia and so on,So the author analyze the mathematics examination paper Ⅱ of NEMT based on the curriculum standards through Weber’s consistency. First of all,the author encode Curriculum Standards of Ordinary High School Mathematics,and the 2013,2014, 2015 mathematics examination papers Ⅱ of NEMT are divided into the required and optional questions.And the each fields are also coded processing,They are analyzed through Weber consistency from four dimensions categories,depth,breadth and distribution balance of the knowledge.The result is researched and analyzed by the Fuzzy comprehensive evaluation.The author get the following conclusions:(1)The knowledge dimensions in depth and distribution balance of the 2013’s mathematics examination paper of NEMT Ⅱ is in better consistency with curriculum standards. But in the categories dimension, “Statistics and Probability” is in poorer consistency with the standards. In the breadth dimension, “Function and Derivative” is in poorer consistency with “Statistics and Probability”.(2)In the categories dimension, "Inequality, Plane Vector and Reasoning and Proof" and "Statistics and Probability" are in poorer consistency with curriculum standards in required parts of the 2014’s mathematics examination paper Ⅱ, but the uniformity of the rest fields with the standards is better. In the depth dimensions, the six areas and curriculum standards have better consistency. In breadth dimension, the curriculum standards are better consistent with "Trigonometric Function and Sequence" and "Solid Geometry", while poorer with others. In the dimension of distribution balance, consistency of “Function and Derivative” and curriculum standards is poorer, while the rests are better consistent with curriculum standards.(3)In the categories dimension, "Inequality, Plane Vector and Reasoning and Proof" and "Statistics and Probability" are in poorer consistency with curriculum standards in required test questions of the 2015’s mathematics examination paper Ⅱ, but the uniformity of the rest fields with the standards are better. In the depth dimensions, the six areas and curriculum standards have better consistency. In breadth dimension, the curriculum standards are better consistent with "Plane Analytic Geometry" and "Solid Geometry", while poorer with others. In the dimension of distribution balance, the six areas are in better consistency with these standards.(4)Although all the fields and curriculum standards in four dimensions have different degrees in consistency, the required test questions’ overall consistency of the 2013, 2014 and 2015 mathematics examination papers of NEMT Ⅱ are better.(5)From 2013 to 2015, the optional test questions of mathematics examination papers Ⅱ are in poorer consistency with curriculum standards in the dimensions of categories and breadth of knowledge, while it is better in the dimensions of depth and distribution balance. The optional test questions’ overall consistency of the 2013, 2014 and 2015 mathematics examination papers of NEMT Ⅱ are poorer.