Research On The Consistency Of Mathematics Tests In Dalian Middle School Entrance Examination With Curriculum Standards Based On SEC Mode

As the final examination in the stage of compulsory education,the middle school entrance examination plays a dual role in the selection of high school enrollment and the detection of whether students meet the graduation requirements.In recent years,due to the continuous trial implementation of the examination reform,the quality of the tests in the middle school entrance examination has attracted the attention of curriculum researchers.Curriculum standard is the main basis of textbook compilation,teaching evaluation and examination proposition,and the basis of national management and evaluation of curriculum.At present,there are few studies on the consistency between the tests and the curriculum standards in China,especially in a certain area.Therefore,it is of great significance to study the consistency between mathematics tests and curriculum standards in Dalian middle school entrance examination based on SEC mode.This paper selects the mathematics tests of Dalian middle school entrance examination from 2012 to 2021 as the research object,draws lessons from and improves the SEC mode as the consistency research tool,and constructs the two-dimensional consistency framework of "content theme × cognitive level",formulate coding rules,convert the coding matrix of mathematics tests and curriculum standards in Dalian middle school entrance examination into a ratio matrix,compare the differences of porter consistency coefficient and critical value,and then study the consistency between mathematics tests and curriculum standards in Dalian middle school entrance examination from three aspects: overall,content theme dimension and cognitive level dimension.The research conclusions are as follows:According to the porter consistency coefficient,it is found that the mathematics tests in Dalian's high middle school entrance examination in 2012,2014-2017 are statistically consistent with the curriculum standards,while the consistency in 2013,2018-2021 is slightly lower than that in statistics.Among all the years in the statistics,2017 has the highest degree of consistency and 2019 has the lowest degree of consistency.The main reason is that some tests reduce the proportion of knowledge points of "understanding" cognitive level in the content topics of "number and formula",and increase the proportion of knowledge points of "application" cognitive level in the content topic of "nature of graphics".From the perspective of content theme,the mathematics tests of Dalian middle school entrance examination have maintained good consistency with the curriculum standard in the themes of "graphics and coordinates" and "function",the themes of "equation and inequality" and "statistics and probability" are slightly higher than the requirements of the curriculum standard,the themes of "number and formula" and "nature of graphics" are slightly lower than the requirements of the curriculum standard,and there are some fluctuations in the theme of "change of graphics".From the perspective of cognitive level,the proportion of cognitive level in the curriculum standard is as follows: knowledge > understanding > mastery > application.The "understanding" and "mastery" levels of mathematics tests in Dalian middle school entrance examination are basically consistent with the requirements of the curriculum standard,but it increases the examination power of "application" level and reduces the examination of "knowledge" level.The middle school entrance examination is a selective examination based on the standard of compulsory education,which should take into account the foundation and differentiation.Based on the research results,the following suggestions are put forward:(1)Increase the research on the consistency between the middle school entrance examination tests and the curriculum standards,and optimize the quality of the middle school entrance examination questions in Dalian;(2)Based on the requirements of curriculum standards,balance the content and subject distribution of knowledge:(3)Increase the examination proportion of low-level cognitive knowledge and appropriately adjust the difficulty of test questions.