Analysis Of The Consistency Of The Last Two Years' Physics College Entrance Examination Papers With The Physics Curriculum Standards For Ordinary Senior Middle School(2017 Edition)

In order to meet the new requirements of the new era for improving the quality of all nationals and cultivating talents,and to adapt to the new situation of the basic universal of senior secondary education in China,China began to revise the 2003 version of the curriculum standards for senior secondary physics in 2013 and promoted the use of the General Senior Secondary Physics Curriculum Standards(2017 version)in 2018,which means that the subsequent reform of the college entrance examination will be based on the new standards,while the current study on the consistency of the test questions is still at the stage of using the 2003 edition of the curriculum standards as a reference,which cannot provide a reference for the new round of college entrance examination reform.Based on the above background,this thesis chooses the 2017 version of the new curriculum standard as the reference,and analyses the consistency of the physics test papers of the last two years of the national college entrance examination and the eight provincial joint examination papers in 2021 with the curriculum standard.In order to compare the differences between the different test questions,the eighteen samples were divided into four categories,ABCD,in this thesis.The sample in category A included three national paper questions from 2020;the sample in category B contained three national paper questions in 2019;the sample in category C consisted of the new college entrance examination questions from four provinces in 2020;and the sample in category D was selected from the eight provincial joint examinations held in January 2021.The study of the samples was conducted in the SEC consistency analysis mode.The coding rules for the standards and questions were first developed on the basis of combing the literature,and then the standards and samples were coded and consistency coefficients were calculated in two dimensions:thematic content was the 20 topics required by the 2017 version of the new physics curriculum standards,and the cognitive level was set as "understand ","awareness","understanding",and "application";then,using matlab functions,the consistency coefficients were calculated using the standard consistency coefficients.The results of the study were then compared with the results of the analysis of the four types of samples,which consisted of 18 test questions and the standards,in terms of overall consistency,consistency of topic distribution and consistency of cognitive level.Finally,the findings of this study are summarised,reflected upon and looked forward to.The main results of this thesis are as follows.(1)The consistency coefficients of the ten physics college entrance examination papers and eight provincial joint examination papers with the new 2017 version of the curriculum were below the reference values,and there was no statistically significant consistency between the eighteen samples and the curriculum.Using area plots to compare the distribution of topics and cognitive levels between the standards and the test questions,the results showed that there were significant differences between the two in general.(2)The distribution of topics in the sample was not consistent with the curriculum.The curriculum standard requires 20 topics,but the number of topics covered in the eighteen samples ranged from 11 to 15,so the coverage of topics was not high.The topics "2.3 Limitations of Newtonian Mechanics and Preliminary Relativity","3.4 Energy and Sustainable Development" and "Elective 2.3 Electromagnetic Oscillations and Electromagnetic Waves None of the sample questions were examined.The sample questions rarely examined the topic "3.3 Preliminary Electromagnetic Fields and Electromagnetic Waves",which is a key requirement of the curriculum.All questions focused on mechanical motion,interactions,energy,curvilinear motion,momentum,electrostatic fields,magnetic fields and electromagnetic induction.These four topics are usually examined in the form of multiple-choice and calculation questions,and the optional questions focus on mechanical vibrations,the laws of light and gases and the laws of thermodynamics.(3)The distribution of the sample questions in terms of cognitive level is less consistent with the standards.All 18 sample questions have greatly enhanced the examination of the 'understanding' level and reduced the proportion of the'knowledge'level.(4)There are some differences in the consistency of the four types of samples?The overall level of consistency was from D,C,A and B samples in descending order.?The degree of topic coverage of the four types of samples is positively correlated with the corresponding degree of consistency,with the higher the number of topics covered by samples with higher consistency.?The proportion of "understanding" level in the D samples increased significantly compared with the other three categories,while the proportion of "comprehension" level also decreased accordingly.