Study On Math Test Questions In Senior High School From The Perspective Of PISA

since the implementation of China’s high school entrance examination in the 1970 s,there have been more than 40 years.China’s math test questions with the needs of The Times have changed.PISA,one of the most influential international tests,assesses 15-year-olds,who are also around the age of 15.The participants are similar in the development of psychological cognition,which makes it possible to make a corresponding comparison between the math test questions of China’s high school entrance examination and the math test of PISA,from which an enlightenment can be drawn and a clue can be provided for the development of China’s math education and teaching.This paper is devoted to the study of the differences between the math test questions of the 2017-2019 high school entrance examination and the math test questions of PISA2012 in Shanghai and Nanjing,two cities that have participated in the PISA test,and the developed city Chengdu and the less developed city Guiyang,four cities that have not participated in the PISA test.Specific research questions are:I.the PISA test is an internationally influential and authoritative test.The research object of this test happens to be the students who take the high school entrance examination in our country,and the high school entrance examination in our country is also authoritative.So what are the similarities and differences between the mathematics test questions in the high school entrance examination between the provinces that have participated in the PISA test and the developed provinces and the backward provinces that have not participated in the PISA test? Reflect our country to take an examination of those questions of math exam? Ⅱ.How is the consistency between PISA math test and China’s math test?What is the enlightenment to our country’s mathematics proposition?This paper analyzes five sets of test questions from qualitative and quantitative aspects.According to PISA2012 mathematical evaluation framework,respectively from the teaching material release content,mathematics situation,content,dimension,process dimension qualitative analysis of the four cities in China from 2017 to 2019 math examination questions,according to Andrew.John and pat.The smith sonian key state school management committee cooperation with the United States developed the SEC consistency analysis model respectively from two dimensions of content and cognitive analysis tests the math questions in our country and PISA2012 mathematics evaluation question of consistency.The following conclusions are drawn:1.Although the three versions of textbooks used in four cities in China present different contents and have different requirements on students’ ability,there is no significant difference in the presentation of math test questions in the high school entrance examination.2,although the four cities of the math test questions have context,but in the specific analysis of the test questions,the Shanghai,Nanjing math test questions in the big test more than Chengdu and Guiyang city,the situation into the big test,students will not feel boring.PISA2012 mathematics test paper has its own characteristics in three dimensions:scene,content and process.The content is comprehensive;Process analysis is hierarchical and does not focus on a single capability.The combination of these three aspects can play a good internal connection.But our country high school examination mathematics question situation is few,and too idealized.Relatively lack of innovation,not enough rich test questions,the ability in the process of most of the students is to test the use of ability,the expression and elaboration of the examination process is too little.3.The consistency coefficient of content dimension between the math questions of the 2017-2019 high school entrance examination in Shanghai,Nanjing,Chengdu and Guiyang and the PISA2012 math evaluation is gradually stable at 0.7.The consistency coefficient in the cognitive dimension is stable at 0.8,and there is a good consistency in both the content dimension and the cognitive dimension.4.Combined with the national conditions and the development trend of mathematics education in China,the thesis concludes that the proposition of the mathematics test questions in China’s high school entrance examination should adhere to the common development of knowledge and ability,strengthen the problem situation,pay attention to the development of thinking,strengthen the teacher’s proposition ability and so on.