Analysis Of Consistency Of College Entrance Examination Mathematics Test Papers And Curriculum Standards

Curriculum standards are the basis of national management and evaluation courses.Since the 21 st century,the Ministry of Education has issued two versions of the curriculum: "General High School Mathematics Curriculum Standards(Experimental)" and "General High School Mathematics Curriculum Standards(2017 Edition)" standard.With the continuous improvement of curriculum reform and examination evaluation system,a single evaluation system is no longer suitable for the development of education.The college entrance examination no longer just plays a role of selection.More relevant concepts of course standards must be implemented and implemented,which places higher requirements on the decree of the college entrance examination questions.In this educational context,it is particularly important to study the consistency of the high school examination papers and curriculum standards.The author has identified the following questions by reading the relevant literature: Is the type of knowledge examined in the college entrance examination rich? Does the depth of the college entrance examination questions meet the curriculum standards? Is the scope of the exam questions comprehensive? Is the distribution of college entrance examination questions balanced? Consistency of 2015 and 2019 high school exam papers and curriculum standards,and consistency of six high school mathematics modules with curriculum standards.This paper uses the literature research method.Among the many consistency research models,the Weber consistency analysis model is used as the analysis method in this research,and the basic research ideas are also determined.Secondly,the quantitative research method is used to take the national college entrance examination mathematics volume ? and the general senior high school mathematics curriculum standard(experiment)from 2015 to 2019 as the research objects,and code them separately from the type of knowledge,depth of knowledge,breadth of knowledge,and knowledge balance.Four aspects are used to analyze the consistency of test papers and curriculum standards.Finally,the statistical analysis method was used to encode the test papers and curriculum standards.According to the discriminative basis of the Weber consistency analysis mode,the relevant data were processed and the following conclusions were obtained:Secondly,the quantitative research method is used to take the national college entrance examination mathematics volume ? and the general senior high school mathematics curriculum standard(experiment)from 2015 to 2019 as the research objects,and code them separately from the type of knowledge,depth of knowledge,breadth of knowledge,and knowledge balance.Four aspects are used to analyze the consistency of test papers and curriculum standards.Finally,the statistical analysis method was used to encode the test papers and curriculum standards.According to the discriminative basis of the Weber consistency analysis mode,the relevant data were processed and the following conclusions were obtained:(1)Based on the five-year high school examination papers from 2015 to 2019,it can be concluded that the highest consistency of the high school examination paper in 2016 and the lowest consistency of the high school examination paper in 2015.(2)The high-level examination paper has the best consistency in the depth of knowledge and curriculum standards,and the worst consistency is the breadth of knowledge.(3)From the perspective of the six mathematical modules,the total number of specific goals of the three-dimensional geometry in the curriculum standards is small,and the examination form is relatively fixed each year.Therefore,this module is the most consistent with the curriculum standards,and the second is the plane analytical geometry module.Therefore,this module is the most consistent with the curriculum standards,followed by the plane analytical geometry dimension.Among these modules,trigonometric functions and vectors,functions and derivatives are mainly inconsistent with curriculum standards in terms of breadth of knowledge.Sequences and inequalities,statistics and probability are not ideally consistent with the curriculum standards in the dimensions of knowledge types and breadth.In view of the above research conclusions,this article gives the following views and opinions on the curriculum standards,the compulsory system of the high-level examination questions,and the consistency analysis mode.(1)comprehensive implementation of content standards for teaching and test questions according to course standards.(2)increase performance evaluation and constantly improve curriculum standards.(3)develop consistent curriculum evaluation model in China.(4)continue to improve the innovation of test questions.