Research On The Correlation Between The Function Test Questions Of Senior High School Entrance Examination And The Knowledge And Skill Objectives Of Mathematics Curriculum Standard

Function is one of the key contents of junior high school mathematics,It is also the link between junior high school mathematics and high school mathematics.Functions are highly abstract and comprehensive,Is the focus of algebra in the test paper,More difficult.This research takes the mathematics function test question of Suzhou middle school examination2010-2019 as the research object,Based on Bloom's theory of cognitive goals and SEC consistency,Turning the function test questions and the function knowledge and skill goal of compulsory education mathematics curriculum standard(2011 edition)into a common research project,To establish a two-dimensional statistical analysis table composed of four content theme dimensions: general concept of function,first function,inverse proportional function,quadratic function and four cognitive level dimensions: memorization,understanding,application and analysis,Coding function tests and curriculum standards,Through the study of the correlation between the function test and the knowledge and skill goal of the standard function of mathematics course,The main conclusion is :1.Through the statistical analysis of the consistency coefficient between the function test and the mathematics curriculum standard goal in the dimension of "content theme",the general concepts of "inverse proportional function" > "quadratic function" > "first function" > "function".2.through the statistical analysis of the consistency coefficient between the function test and the mathematics curriculum standard goal in the dimension of "cognitive level",get "analysis" > "memorization" > "understanding" > "application".3.by calculating the consistency coefficient P value,From 2010?2019,there is no significant consistency between the mathematics function test and the curriculum standard.In2016,2018 and 2019,For the remaining seven years P values show good consistency,Among them,2010,2013,2017,the three-year consistency is the worst.As a whole,when the consistency reaches the worst,the consistency coefficient P value of two or three years have a significant increase process.This study analyzes and summarizes the reasons why there is no significant consistency between the function test and the curriculum standard,including: the scope of the examination of the subject content is limited,the curriculum standard is not specific enough to the cognitive level performance standard;Different propositions participate in the preparation of function questions.Through the analysis of the correlation data and the reasons summarized,this study mainly puts forward the following suggestions: to establish a set of academic evaluation standards matching with the curriculum standards as a supplement to the curriculum standards.In terms of consistency research,it is suggested to develop a consistency research model suitable for curriculum standards and academic level measurement and evaluation in China.It is suggested to improve the understanding of consistency research,to enhance the interpretation and implementation of curriculum standards,and to improve their comprehensive literacy.It is suggested to establish a professional scientific proposition expert group with the participation of first-line teachers to improve the consistency between the test questions and the objectives of curriculum standards.Under the current education system in our country,the senior high school entrance examination is an important way to evaluate the teaching and learning achievements of junior middle school.Therefore,teachers pay more attention to the test questions and knowledge points,ignore the provisions and requirements of curriculum standards,and lack of in-depth interpretation and penetration of curriculum standards.This study hopes to enlighten the life system of the test questions and the mathematics teaching work in junior high school through the statistical analysis of the correlation between the function test questions and the knowledge and skill objectives of the standard function of mathematics curriculum.