| Using the curriculum standard and teaching materials supporting the teaching reference books,exam outline,and exam,through the high school physics teaching materials(o 'clock)in-depth study and exploration,2013-2017,the national part ? volume science comprehensive physical induction and comb,and in view of the teaching material content and exam content objectives,requirements definition refer to a large number of related literature at home and abroad,chose the SEC mode comparative study on the correlation between the two.The purpose is to understand the curriculum standard,test the syllabus and make good use of the teaching reference books,so as to achieve an in-depth exploration of the teaching materials and a multi-angle understanding.First of all to the high school physics teaching material(o 'clock)content and 5 years in the college entrance examination examination site is analyzed,and establish the subject and the cognitive level of two-dimensional analysis framework,and in accordance with the code to establish good content theme and cognitive level,into standardized mode.Then,using the model the SEC formula to calculate the teaching content and the degree of match between physical exams,and then introduced the inosculation between them,perfect teaching shortcomings,truly the curriculum and examination outline requirements into their daily teaching.Finally,from two perspectives of content dimension and cognition dimension,the paper compares the coincidence degree between the two and obtains the following research conclusions:2013-2017,the national college entrance examination of physical volume ? examination contents and the teaching material content the matching degree is far lower than the critical value,the match degree is low,which in 2013 and 2017 almost equal to the value of the matching degree,is 0.3394 and 0.3514.In addition,the P values of 2014,2015 and 2016 were 0.4284,0.2477 and 0.2669 respectively.The matching degree value is the lowest in 2015,the alignment is the lowest,therefore,due to the limited test content topics,so you must widely taught in the teaching,high test exam content must not be used to guide the teaching work.In terms of content dimension,the examination intensity of the test paper for compulsory course I and compulsory course ? modules has increased significantly,which is higher than the requirements of the textbook content.The difference between them is 0.1285 and 0.0741 respectively.The examination strength of the examination paper for elective 3-1,elective 3-2 and elective 3-3 has little change,which is close to the requirements of the textbook content,among which the examination and examination for elective 3-1 module is the closest,and the difference between them is 0.0054.The examination paper has significantly reduced the examination intensity of elective 3-4 and elective 3-5 modules,which is less than the requirements of the textbook content,and the difference is 0.0705 and 0.06 respectively.Therefore,the teaching content of compulsory courses should be improved and the implementation of curriculum standards should be handled well.In the cognitive dimension,the ratio between the average matching value of the test paper and the content of the textbook in the “understanding” level is the largest,with the difference of 0.3653.The ratio difference between the average ratio of the test paper and the content of the textbook at the level of “cognition”is close to that at the level of “application”,which is 0.0973 and 0.0927 respectively.Examination paper to “understand” level examination ratio is far less than the requirements of the teaching material content,to investigate the knowledge,understanding and application level ratio higher than the teaching material content in the request,which examines the highest proportion of “understanding” level of 0.1927,because such questions could increase the difficulty of the questions,thus effectively open degree of differentiation,achieve the goal of the university entrance exam candidates.Therefore,in teaching,we should pay attention to the cultivation of students' “understanding”ability and the improvement of “understandding” ability.Through the study,the following Suggestions are put forward for the compilation of the simulated test questions in the final stage of college entrance examination.(1)the college entrance examination English curriculum volume ? of the country's provinces,teachers in the university entrance exam simulation questions,you can increase the interaction in the teaching material and Newton's laws of motion,mechanical energy,electrostatic field and magnetic field of the four content theme of comprehensive testing,multi-angle,comprehensive application.(2)teachers when writing simulation problem,should focus on the teaching material content knowledge of “comprehensive understanding”and “application”two dimensions of the test,both “know” and “understanding” two dimensions.(3)the college entrance examination examination paper examines are determined according to the content of the teaching material content mining,sorting,deformation,therefore the teacher must is committed to research papers and the correlation between the teaching material content,with flexible and forward-looking thinking to analyze the teaching material,the teaching material with good,living,give full play to the role of teaching in training students' scientific literacy. |
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