Comparative Studies Of China And Australia's College Entrance Mathematical Examinations

College Entrance Examination(CEE)is taken as the major approach to talent selection in Chinese and Australian universities.This paper is devoted to the comparative studies of Mathematics in Chinese and Australian College Entrance Examinations.With the comparative studies,we hope to accelerate the improvement of China's international influence in education,focus on the core literacy of mathematic examinations and improve the current “Trinity Independent Recruitment” model.We also provide constructive reference for mathematic course reform,mathematic exams preparation in CEE,and high school math teaching and evaluation.Based on relevant policies and studies,we focus on CEE math exams in China and Australia from 2016 to 2018.In accordance with Bloom's Taxonomy of Educational Objectives,Modern Education Evaluation Theory,Variation Theory,Liang Zhongyi's comparative educational thoughts as well as Wang Chengxu's comparative educational thoughts,we compare and analyze the math exams of two countries systematically and thoroughly through literature research,comparative research and action research.The comparative perspectives mainly include basic characteristics of test papers,the examination of knowledge,examination of thought method and examination of core competency.We draw the following conclusions through comparison and analysis.First,college entrance math exams in China highlights objective questions,and so far the use of information technology has not yet been involved in it.Second,the knowledge content in the mathematic papers in CEE has a wide range of coverage and a high degree of integration.Thirdly,Chinese mathematic exams in CEE pays attention to the intersection application of mathematics thought methods,advocates the rational thinking.Finally,both China and Australia are based on the diversity of problem-solving ideas,relying on different solutions,to examine the relevant mathematical core literacy.Based on these conclusions,we propose suggestions from the perspectives of course reform,CEE examination compilation and teaching evaluation.