Comparison Analysis Of The National And Sichuan Curriculum Standard Paper About Biology In College Entrance Examination

The 21 st century is the era of knowledge and economy, to face with increasingly fierce market competition we need to hence and receive. Acquiring knowledge have become the first need of existence and development. Under the background of new curriculum reform, the college entrance examination, as a education-evaluation way of screening talents, plays a decisive role. Biological science is a compulsory subject in ordinary high school curriculum system, and biological examination guides the development of biology teaching in high school.This article use the theory of multiple intelligence, education measurement theory, theory of education evaluation, and education objective taxonomy theory as the theoretical basis. It selects 2007-2015 National Curriculum Standard Test Paper(hereinafter referred to as “National Curriculum Standard Test Paper”) and 2013-2015 Sichuan C urriculum S tandard Test Paper(hereinafter referred to as “Sichuan Curriculum Standard Test Paper”) as the research object. With two dimensions of ability and knowledge as the breakthrough point, the paper compares them with documentary analysis, statistical analysis, comparative study method, text analysis, summing up their characteristics. Then, the paper discussed their similarities and differences on the paper structure setting. It also disscusses the examination of knowledge and ability. According to the results, this article provide the suggestions to Sichuan high school biology teaching and the university entrance exam review teaching, so it adapted to the transition of the college entrance examination.1. The paper respectively overall analyzes the national and Sichuan Curriculum Standard Test Paper. Knowledge of test questions of classification is based "curriculum standard", the ability of test questions of classification is based on "exam outline", which show that cell’s metabolism is key to testing knowledge topics and understanding ability is tested emphatically.2. The paper compares the knowledge topics of National C urriculum Standard Test Paper with Sichuan Curriculum Standard Test Paper.(1) Test scores are 90 points on the structural arrangement of all papers. National Curriculum Standard Test Paper has 6 choices, 4 gap fillings, and 2 optional questions(chose one to finish), while Sichuan Test Paper has 7 choices and 4 gap fillings.(2) In knowledge topics, National C urriculum Standard Test Paper is wider than Sichuan’s during 2007-2015. National Curriculum Standard Test Paper selects 7 themes to test while Sichuan just selects microbial application and genetic engineering. Under these two themes, test paper are got single sample T test, showing that they have different ratios in these two themes(P = 0.004, P= 0.002). In the compulsory content, neither choose theme about ecological environment protection.3. The paper compares National C urriculum Standard Test Paper with Sichuan Curriculum Standard Test Paper in ability test. Two types of test paper are got single sample T test. According to P(P=0.287, P=0.691, P=0.080, P=0.754), it can say there is no significant difference in the understanding ability, experiment and inquisition ability, the ability of accessing to information and in comprehensive utilization ability in these two types test paper.4. The paper compares each ability testing of National Curriculum Standard Test Paper I, Paper II and Sichuan C urriculum Standard Test Paper based on "curriculum standards" category, which shows that the examination proportion of three kinds of test paper is not identical under every theme condition. Cell’s metabolism, genetic basic rule, body’s internal environment and steady state, and ecosystem are tested every year.In summary, the following conclusions can be drawn. National and Sichuan Curriculum Standard Test Paper conclude that the main testing content of examination will not be changed, they are basing on textbook; focusing on basic knowledge and skills; they are basing on experiment and exploring, focusing on the cognition and practicing of scientific research methods; closely keep relation with biological science and technology progress, focus on students’ scientific literacy cultivation.Finally, according to the above conclusion, this article put forward some suggestions to senior middle school biology teaching.