A Study On The Consistency Between The Curriculum Standards And Jiangxi College Entrance Examination Mathematics Paper

For half a century, the practical area of educational evaluation has been undergoing tremendouschanges. The consistency between academic evaluation and curriculum standards in foreign countries isrelatively much more mature. However, at present few scholars have studied in this area in our country,particularly in the area of Jiangxi province has almost no corresponding research work. Therefore, it isnecessary to study the consistency between the high school mathematics curriculum standards and JiangxiCollege Entrance Examination.This paper uses a literature research and quantitative research method. Some requirements areproposed by a combination of cognitive aspects and mathematics curriculum standards. The cognitiveprocess is divided according to the Bloom’s Taxonomy of Educational Objectives. Thus the high schoolmathematics curriculum standards, from the year of2011to2013Jiangxi college entrance mathexamination involved six major areas:“trigonometric functions and the number of columns”,“function andderivative”,“inequality and plane vector”,“plane analytic geometry”,“solid geometry”,“probability andStatistics”; from the aspect of knowledge skill, there are four dimensions: knowledge type, depth ofknowledge, breadth of knowledge, knowledge distribution balance, to explore the consistency between thetwo preliminary.After data processing and analysis, the main conclusions as follows:(1)Jiangxi province’s mathematics test paper of college entrance examination andcurriculum standard are overall good consistent;(2) Over three years, trigonometric functions and the number of columns, functions and derivative,and in the field of analytic geometry have the maximum acceptable amount of consistency. The two areasof three-dimensional geometry, probability and statistics don’t have relatively so much consistency.Inequality and the plane vector field have the least. The average level of test papers in various fields andcurriculum standards in the depth of knowledge, knowledge of the distribution balance is better; howeverin the type of knowledge, breadth of knowledge consistency level is not so good;(3) In2011, from the type of knowledge, the curriculum standards and part of college entranceexamination mathematics papers in many fields has a good level of consistency; from the depth ofknowledge, the curriculum standards and part of college entrance examination mathematics papers in sixfields has a good level of consistency; from the breadth of knowledge, the curriculum standards and part ofcollege entrance examination mathematics papers in less fields has a good level of consistency; from knowledge distribution balance, the area of “flat vector and inequality” don’t have a good level ofconsistency.(4) In2012, from the type of knowledge, the curriculum standards and college entrance examinationmathematics papers in part of the fields has a good level of consistency; from the depth of knowledge, thecurriculum standards and college entrance examination mathematics papers in the other part of the fieldsexcept the area of “analytic geometry” has a good level of consistency; from the breadth of knowledge, thecurriculum standards and college entrance examination mathematics papers in two parts of the “geometric”fields has a good level of consistency; from knowledge distribution balance, the curriculum standards andcollege entrance examination mathematics papers in part of “the trigonometric functions and the number ofcolumns” and “Inequalities and plane vector” fields has a poor level of consistency.(5) In2013, from the type of knowledge, the curriculum standards and college entrance examinationmathematics papers in part of “trigonometric several columns”,“function and derivative” and “analyticgeometry” has a good level of consistency; from the depth of knowledge, the curriculum standards and partof college entrance examination mathematics papers in six fields has a good level of consistency; from thebreadth of knowledge, the curriculum standards and college entrance examination mathematics papers inpart of “analytic geometry” has a poor level of consistency; from knowledge distribution balance, there is agood level of consistency.