The Analysis Of Changes In Physical Examination Questions Of National New Curriculum Volume ?

Since Chinese reform and opening-up, the economy and technology has had a rapid development, while talent is becoming the most valuable of this era. Although the construction of Chinese basic-education curriculum has achieved remarkable results, the overall level is not very high.The original basic-education policy can not fully be consistent with national development path now, so we need a reform to get a new educational landscape.With a new round of National College Entrance Examination Reforms in 2014, series of major policy adjustment have been made in the reform of NEMT ranging from the structure, time, content to subsequent institutional enrollment, which aroused widespread concern in our country, especially in the education sector. Most importantly, the National College Entrance Examination has returned to the roll era, as "the State Council Opinions on Deepening the Examination and Enrollment System Reform", published in September 2014, clearly states that, "Since 2015, increase the using of unified national-examination propositional paper in provinces". From unified to provincial autonomy, then back to unified proposition mainly is not a simple iterative process. Educational experts believe that the most crucial purpose of the "return" is to ensure the scientificity and the overall level of the NEMT questions, and to promote the formation of a pattern that “dominated by unified proposition, but few conditional provinces continue to implement provincial proposition, while the ultimate goal is to maximize the fairness and efficiency”.Based on the New Curriculum Goal, the New Curriculum Reform, the NEMT Reform of history, as well as the interpretation of basic concepts and the main characteristics of the Ordinary High School Physics Course Standard(Experiment), we made a statistics analysis, with calculators and excel, to on the six sets of Physical Examination Questions of the National New Standard Volume?from 2010 to 2015. There are the following studies:First of all, we performed a statistical analysis in nine dimensions: questions, textbook chapters, scores, knowledge sector, syllabus knowledge, concepts or phenomena or laws, or main types and methods, capacity requirements, the degree of difficulty.Secondly, according to the structure of the six sets of physical examination questions, we made a comparison in aspects of the numbers, scores and percentages on the choice test, the experimental test, the calculation test, and the optional test.Thirdly, according to the content of the test paper, the scores, the proportion of scores, and the number of questions were analyzed on the knowledge sectors, capacity requirements, and every section of textbooks.Finally, based on all above analysis, we summarized the changes and laws in the past six sets of the college entrance examination questions. We also made a detailed analysis on the changes of the content of the physical examination of national new standard volume?from 2010 to 2015 in four dimensions: physical situations, the ways of the question asked, the amount of calculation and the amount of thinking. And we summarized the mechanical questions, electromagnetic questions, thermal questions, optics questions, the popular methods of question-solving and mathematical methods which are applied in atomic physics.According to the deep analysis of it, we discovered that the following main characteristics of the questions were appeared: Firstly, the physical basic status of mechanics has been highly valued, and the examinational force has been intensified. Secondly, the experiment, being more and more novel, is rooted in the textbook experiments, so the experiment ability is highlighted in the new curriculum. Thirdly, the difficulty of calculation questions has declined, and the amount of mechanical questions has been increased. Last, the selected parts are more difficult, added a new testing item being level?- "Momentum Theorem" in 2016. Meanwhile, the content and the form are both varied.After all the work of the statistical analysis, the author gives kind of teaching suggestions and reviewing recommendations to provide some reference for teachers and students in high school physics-teaching. It is all based on the above results of six sets of physical examination questions' analysis from 2010 to 2015.