A Study Of Physics Curriculum Alignment Under The Background Of The New College Entrance Examination Reform

The reform of college entrance examination makes a significant difference in the school curriculum as a powerful motive of curriculum reform.Its changes still remain to be estimated.In this thesis,under the background of the new college entrance examination reform,the alignment analysis of physics curriculum for high school in Zhejiang province are performed on the basis of standard,implementation and evaluation aspects.The three aspects above correspond to the physics teaching guidance of high school in Zhejiang province(2014 Edition),the tutorial and classroom observation records in Z high school,and the new college entrance examinations.The study is carried out as the following steps.Study 1:Construction of the alignment analysis method system.With the guidance of the SEC alignment theory an assessment framework of physics curriculum alignment in Zhejiang Province is built up by considering the taxonomy of educational objectives and the domestic and foreign relevant framework,as well as the international framework for the large-scale academic assessment.It includes the content subject,physical understanding and application,physical thinking and practice.Study 2:Alignment analysis among the standard,instruction and evaluation.Based on a pre-built alignment framework,the curriculum text and classroom teaching cases which are obtained from the classroom observation,are coded by the quantitative research method.Then,the current status of physics curriculum alignment in Zhejiang Province is systematically investigated.Study 3:Analysis of the influencing factors of the curriculum alignment.According to the results of physics curriculum alignment,the possible influencing factors are analyzed under the new college entrance examination by the interviews with teacher.The present works indicate that:(1)Under the background of the new college entrance examination reform,the alignment between instruction and Zhejiang standard,instruction and evaluation,evaluation and Zhejiang standard are respectively comparatively high,not high and low.(2)In view of the content subject dimension,there is a significant difference between the evaluation and the standard in Zhejiang Province.However,the instruction is in good agreement with the Zhejiang standard.Meanwhile,there is no direct correlation between the instruction and evaluation.(3)In terms of the physical understanding and application dimension,there is not a statistically significant alignment between evaluation and Zhejiang standard.The instruction and the Zhejiang standard can be regarded as alignment to some extent.Furthermore,there is a trend of improvement in the alignment between instruction and evaluation.(4)On the dimension of the physical thinking and practice,there is not a statistically significant alignment between evaluation and Zhejiang standard.However,there is a statistically significant alignment between instruction and the Zhejiang standard.The alignment index between instruction and evaluation is growing.According to the curriculum alignment results and teacher interviews,the following suggestions are raise in view of the three curriculum elements.(1)Standard:establish the reasonably theoretical framework of cognitive level,and specifically define the cognitive level,describe the content requirements in multi-dimensiond,scientifically embody the vertical alignment,Investigate regularly to refine the Zhejiang standard.(2)Instruction:emphasize and transmit the new college entrance examination and new idea in the teacher training,really incorporate the key competencies into instructional design.(3)Evaluation:The evaluation should be based on the standard,and the structure needs to be further optimized.Based on the principle of fairness,it is necessary to gradually adjust the difficulty of every subject to the same level,College professional settings on the provisions of physics should be more standardized.Finally,two research prospects are proposed:improve theoretical framework in the alignment analysis and construct the systematical curriculum alignment analysis of different disciplines.