A Study On The Consistency Analysis Of Jiangxi High School Chemistry Academic Level Examination And Curriculum Standards

Whether at home or abroad,the evaluation of students' academic level has always been the core content of the evaluation curriculum.Under the background of curriculum reform of basic education based on curriculum standards,more and more attention has been paid to the consistency between curriculum standards and evaluation.There are many mature theories and practices in curriculum standards and academic level evaluation abroad.In China,however,this field is in its infancy,especially in the field of chemistry,where there is little curriculum research.Therefore,this paper discusses and analyzes the consistency of chemistry level test contents and curriculum standards set in senior high school in Jiangxi Province.In the preface of this paper,firstly,it introduces the research background,research significance,research content,research methods and related concepts.In this study,Porter's consistency theory is selected as the research tool,and it is modified appropriately in accordance with the chemistry discipline.Taking the academic level test papers of Jiangxi Province in the five years from 2013 to 2017 as the research object,the consistency between the test papers and the curriculum standards of senior high school chemistry in Jiangxi Province is analyzed from the two dimensions of cognitive level and content theme.By analyzing the data obtained,the following conclusions can be drawn:there is no significant statistical consistency between the five academic proficiency test questions and the curriculum standards.In terms of cognitive level,the level of cognitive level of examination questions in the past five years is not much different from that required by the curriculum standards in the intermediate goals.It is obviously higher than that required by the curriculum standards in the primary goals level,but lower than that required by the curriculum standards in the advanced goals level.In the dimension of content theme,the consistency between the ratio examined by each test and the ratio required by curriculum standards is uneven.In the past five years,the test questions have been obviously higher than the requirements of the curriculum standards in terms of"chemical experiment basis" and "common inorganic substances and their applications",and lower than the requirements of the curriculum standards in terms of "chemical reaction and energy",which are obviously higher or lower than the content topics required by the curriculum standards,and also cause the inconsistency between the high school chemistry academic level examination and the curriculum standards.These are the direct reasons for the difference in consistency between the two in data analysis.According to the data of the statistical analysis,the following conclusions are drawn forward:1.Academic proficiency tests must be based on curriculum standard proposition.Academic evaluation is an important means to test the progress and extent of curriculum standards in implementing curriculum reform.2.The research of evaluation and feedback mechanism should be strengthened.While improving the curriculum standards,it is also necessary to attach great importance to academic evaluation and feedback mechanisms.3.The proposition of academic proficiency tests should be based on textbooks to improve its influence.4.The training of educational measurement and evaluation theory should be strengthened.The training is mainly divided into two parts,One is that,teachers need to participate in relevant theoretical knowledge training;And the other is that,teachers need more training for means of consistency analysis.