Research On The Consistency Between Mathematics Test Questions And Curriculum Standards In Senior High School Entrance Examination

In the 1980 s,countries around the world began to implement standards-based curriculum reforms,and the importance of curriculum standards became increasingly prominent.At the beginning of this century,China began the eighth curriculum reform of basic education,which made profound innovation in curriculum standards and academic evaluation.With the deepening of reform,the research on the consistency of academic evaluation and curriculum standards has gradually become a hot issue in the field of evaluation.High school entrance examination is the main form of academic evaluation in compulsory education stage,which plays an important guiding role in school education and teaching.The Ministry of Education has repeatedly stressed that the proposition of the high school entrance examination must be based on the national curriculum standards.In this context,the paper studies the consistency between high school entrance examination math questions and curriculum standards.There are three specific issues in the study:(1)How consistent is the description of H provincial high school entrance examination mathematics exam with the curriculum standard of compulsory education(2011)?(2)How is the overall consistency between the high school entrance examination mathematics test questions and the curriculum standards in knowledge domain and cognition domain?(3)What are the specific characteristics of the consistency between the middle school mathematics test questions and curriculum standards in the four dimensions of knowledge types,knowledge depth,knowledge breadth and knowledge balance?Which dimension is more consistent and which dimension is less consistent?The research methods of this paper mainly include literature research,content analysis and statistical analysis.First of all,the literature research method is used to determine the localized SEC mode and Webb mode on the basis of combing the literature,and the general framework and research issues of the research are also determined.After that,the content analysis method was used to divide the knowledge domain and cognitive level of the research objects,to answer the mathematics questions of the 2016-2020 high school entrance examination of H province in a standardized way,and to code the curriculum standards,examination instructions and examination questions of the recent five years.Finally,this article applies the method of statistical analysis,using SPSS 25.0 calculate the correlation coefficient coding results,according to the SEC mode with webb discriminant standard statistical data of the research object of coding and classification summary,MATLAB software is used to calculate the test instructions and the curriculum standard,the test and the consistency coefficient of curriculum standard and determine its corresponding significant reference value.The final conclusion is as follows:(1)There is a statistically significant consistency between the description of the middle school math exam and the curriculum standard,and the consistency coefficient of the two is much higher than the significance reference value,indicating a high degree of consistency.(2)Except for 2017,the exam questions of the other four years were statistically consistent with the curriculum standards.In the field of knowledge,the difference between exam questions and curriculum standards in the five years is less than 10%.In the field of cognition,the ratio difference between exam questions and curriculum standards was less than15% in the five years.(3)There is a strong consistency between the mathematics test questions in the middle school entrance examination and the curriculum standard knowledge balance,but the consistency of knowledge breadth is weak.In the past five years,the 35 evaluation indexes of knowledge balance are all consistent with the curriculum standard,while only 9 of the 35 evaluation indexes of knowledge breadth are consistent with the curriculum standard,indicating that the knowledge coverage of the exam has not met the requirements of the curriculum standard.In view of the above conclusions and problems,the following suggestions are put forward from the perspective of curriculum standards,high school entrance examination proposition and high school entrance examination proposition:(1)Performance standards should be appropriately increased and curriculum standards should be improved with The Times;(2)Appropriately improve the comprehensive degree of test questions,expand the breadth of knowledge of the test questions;(3)Standardize the procedure of test questions and normalize the "standards-based" proposition.