Study On The Consistency Of 2017 Senior High School Entrance Examinations And Curriculum Standards In Mathematicas

The examination is a necessary evaluation method in the compulsory education stage,and the same middle test guides the direction of the routine teaching.Though the test questions may be different among different regions,there is no doubt that the proposition must be carried out according to the requirements of the curriculum requirements in the compulsory education stage.The way of teacher training will also follow the direction of national education reform,focusing on the formation of students' knowledge literacy,rather than the scores,according to curriculum standards,so as to cultivate talents that the state needs.In a sense,the curriculum standard guides the middle school examination proposition,the middle school examination proposition adjusts the classroom structure,guides the teacher's teaching,therefore,the consistency research between the mid-term examination questions and the curriculum standard is imperative.As the Northeast China three provincial capital city Changchun City,Shenyang city and Harbin City,the difference reflected by the senior high school entrance examination mathematics questions explore senior high school entrance examination mathematics questions and curriculum standard agreement between them and the extent of three city specific performance problems has certain research significance.According to the above thinking,in the analysis of consistency in this paper,using SEC consistency research methods,according to the 2011 edition of China's compulsory education mathematics curriculum standards,senior high school entrance examination mathematics examination paper selected Changchun city and Shenyang City,Harbin city in 2017,using the method of quantitative analysis of the consistency between the two.To the junior middle school mathematics education knowledge segments,to find out the differences between it and curriculum standards,hoping to provide reference for the teaching of teachers for the proposition provides a broader perspective of proposition,and promote exchanges in various areas of the northeast,where the understanding between different regions of education exist specific differences,realize the balanced development of education in Northeast china.The results of this paper show that: three,2017 of the city's mid-term exam paper is not consistent with the standard of the curriculum,and there is no significant difference in content theme.According to the local focus on different learning areas are slightly different,the city'sthree key senior high school entrance examination questions a test in the subject is biased,but the gap is not large,and not from the curriculum requirements;in the cognitive level,the level of understanding required between the two ranked from high to low lift a similar trend,but the city's three questions in the "understanding" and "use" have not reached the standard of minimum standards;the overall consistency coefficient P between the two values are below the critical value required,from a statistical point of view,there is no significant consistency between the two.It is suggested that: should be improved and research,and strive to test and curriculum standard to make it more consistent,followed by the national education policy to develop educational programs and propositions,fully reflects the importance of senior high school entrance examination in the compulsory education;from each city's advantages,learn from each other,learn from each other,the mathematics education in the northeast of China go balanced Road,narrow the education gap.