Henan Citation Consistency Test And Course Standard In Physics Research

In this paper,the consistency analysis framework of Webb and SEC consistency analysis framework are combined,and the degree of consistency between the physical midterm examination questions and the full-time compulsory education physics curriculum standards(hereinafter referred to as the "curriculum standard")is analyzed and studied from macroscopic and microcosmic perspectives in the context of curriculum reform.The research is carried out from four aspects: 1.2.Subject consistency of content.3.Consistency in cognition.4.Microcoherence.The four dimensions of micro coherence are: knowledge type,knowledge depth,knowledge breadth and knowledge distribution balance.The results showed that the consistency of the physical midterm examination questions and the curriculum standard was lower in 2015-2017.The consistency coefficient was the highest(0.667)and the critical reference value(0.786).In the content theme,the 2015-2017 Henan physics midterm examination questions on the overall emphasis on the "force" of the examination,all more than the proportion of the test requirements;The three-year midterm examination questions and the proportion of the requirements are basically in line with the content topics: "sound and light","electricity and magnetism" and "work and energy";The three-year midterm examination questions reduced the proportion of "physical change","physical properties" and "movement".On the cognitive level,the examination questions of the Henan physics midterm exam in 2015-2017 were all close to the requirement of the subject matter,and were almost equal to the requirements of the subject matter.Overall,the examination of "understanding","inquiry" and "performance" is lower than the requirements of the subject,"understanding" in this level,the lowest is the 2015 physical midterm examination questions,lower than the requirements of 20.7 %;In the "performance" level,the 2016 midterm examination questions did not address the relevant requirements,which means that the midterm examination questions are less than this level of cognition,especially "performance" level,the examination questions rarely reflected;The test of "understanding" exceeds the proportion of the test required by the test.The definition of cognitive level and the expression of behavioral verbs in curriculum standards need to be further clarified.Curriculum standards are not enough in guiding the preparation of teaching materials,examination propositions,and so on,leading to the curriculum standards for the "understanding" of the level,but the examination to the "understanding" level and other phenomena.