Study On The Consistency Of High School Biology College Entrance Examination And Curriculum Standard

In order to enable the country's education to support the country's long-term development,starting in the middle of the last century,many countries in the world have carried out a series of curriculum reforms,and most of them are based on curriculum standards.At the beginning of this century,china also promulgated some programmatic documents on education reform,and the documents clearly stipulated the relationship between curriculum standards of various disciplines and the complication of national textbooks,daily teaching,and final evaluation.Curriculum standards not only affect teaching but also standardize assessments.Therefore,curriculum standards,textbooks,and assessments serve as the basis and guiding factor for teaching.The issue of consistency among them is the key to the study of curriculum reform.This research studies the consistency relationship between the biological college entrance examination questions and the biological curriculum standard content standards.Based on the 2015-2019 national biology college entrance examination national volume,the Weber model and the SEC model are used to conduct a consistency study to analyze its consistency with the curriculum standard.This reasearch mainly includes the following four aspects: Research 1: on the basis of reading materials and literature review,according to the actual situation of china's current education reform,the consistency research tool and consistency research models of the biological examination papers and curriculum standards content standards are determined.Research2: specific analysis of the 2011 edition of general high school biology curriculum standards,to master the scope,distribution,knomledge topics and specific knowledge items of the curriculum standards.On the basis of grasping the specific knowledge items,this paper analyzes the knowledge cognition level required by the course standard,and lays a foundation for the analysis of the specific content of the examination paper.Research3: according to the biological difference between different years of the university entrance exam,five classes to nearly five years the national college entrance examination volume levels consistent with the course content standard from the level of the consistency of the knowledge content theme,balance the distribution of the knowledge content theme,the level of consisitency between the knowledge content in the course standers and the balance of the distribution on the test paoer,knowledge content the consistency of the cognitive level of consistency and the breadth of knowledge aspects specific analysis,and on the basis of the analysis for the past fives years the volume changes between the curriculum content standards and consistent.Research4: statistical analysis.According to the statistical results,analyze the characteristics of the consiste level of consisitency between the biology examination paper and the content standard of course standarded,focusing on the differences between different years.Research results: Firstly,there is no significant consistency between the 2015-2019 five-year college entrance examination biological examination papers and the curriculum standards.The consistency level between biological examination papers and curriculum standards is unstable,and has been changing for 5years,and there is no obvious trend of chanange.Secondly,In terms of content and theme,the examination focus of the college entrance examination mainly focuses on module 2 and module 3.Since 2017,the examination intensity of compulsory 1 has been gradually increased.In these a few modules,the basic law of the metabolic heredity of the cell,the inside environment of the human body and a few knowledge points such as homeostasis are examined most frequently,have involved almost every year.Thirdly,the surface graph is used to analyze and compare the knowledge content and cognition level,and it is found that there is a certain gap in the overall distribution between them.Fourthly,It can be concluded from the histogram that there is a certain difference in the proportion of the content topics contained in the curriculum standards and the biology high-level test papers on the three cognitive levels required for the knowledged goals.This study further enriched and tested the research model of curriculum standards and evaluation consistency,and provided a certain basis for the compilation of textbooks,the teaching of front-line teachers and the future college entrance examination.