The Research On Alignment Between Junior High School Chemistry Education Examination And Curriculum Standard Of Liupanshui

In the National Basic Education Curriculum Reform Plan(for trial implementation),it is being pointed out that our country's curriculum standards are the fundamental basis for compiling teaching materials,teachers' teaching,students' evaluation and examination questions,as well as the foundation for the national management curriculum and evaluation curriculum.Junior high school academic evaluation is an important basis for students to enter senior high school,it is carried out independently in each regions.Therefore,it is necessary to carry out corresponding research on academic evaluation in different regions.In 2018,Liupanshui,Guiyang and Tongren tried to have the academic evaluation examination in an unification way,and the consistent evaluation of the joint examination has more guiding significance for the teaching process.Based on the SEC analysis model of domestic localization and weight difference analysis,this study takes the chemistry academic evaluation examinations in the junior high school in Liupanshui City from 2016 to 2018 as the research object,and it analyzes the consistency between the academic evaluation questions and curriculum standards from two aspects of “content theme” and “cognitive level”.Firstly,research methods,curriculum standards and coding principles of examination papers are determined,and a two-dimensional matrix is constructed.Secondly,the consistency characteristics are studied.The chemistry academic evaluation papers in junior high schools and curriculum standards in the past three years are coded and the coded results are statistically analyzed.After the results are normalized,the P formula is calculated to obtain the overall consistency coefficient.Finally,this thesis compares the dissimilation degree between the academic evaluation test paper and the curriculum standard in the distribution of content theme and cognitive level by using the weight difference,and further analyzes and compares the differences in detail.Finally,based on the analysis of the influencing factors of consistency,this thesis puts forward several corresponding suggestions.The consistency research results in the past three years show that there is no significant consistency between academic evaluation and curriculum standards in Liupanshui City.The consistency coefficient P in the year of 2016 and 2017 is equivalent or close to the critical value.However,it is lower than the critical value in 2018.From the comparison of contents and themes,it is found that the overall weight of “chemical changes of substances” chapter and “scientific inquiry” chapter is higher than that required in the curriculum standard,while the overall weight of “chemical substances around” chapter and “chemistry and social development” chapter are obviously lower than that required in the curriculum standard,and the “mystery of substance composition” chapter does not have much changes when compared with the curriculum standard.From the comparison of cognitive level,it is found that the requirement of “understanding level” is higher than that required in the curriculum standard,while “familiar level” is lower than that required in the curriculum standard,and the requirement of “knowing level” is equivalent to that required in the curriculum standard.Through the comparison of the unified academic evaluation papers of the junior high school in both Guiyang City and Liupanshui City,it is found that there are differences in the emphasis of the tests in the two cities,and the test paper in 2018 is more consistent with the examination requirements of Guiyang City on the chemistry studying.