The Consistency Study Of The Mathematics Test Papers And Curriculum Standards Of The Beijing University Entrance Examination

Curriculum standards are in a dominant position in our national fundamental education.Our curriculum reform is based on curriculum standards.The authors write textbooks based on curriculum standards.Teachers understand the relevant content of curriculum standards and follow it to teach.Students acquire knowledge and participate in the examination,which also based on curriculum standards.Thus,achievement assessment should not only scientifio comprehensive assessment of students' knowledge level,but also reflect the knowledge requirements of curriculum standards.The academic level examination of junior middle school is a summary of the nine years of compulsory education.And test results measure the level of the knowledge requirements of curriculum standards.Therefore,the alignment between achievement assessment and curriculum standards needs to be valued.Because the "Compulsory education mathematics curriculum standard(2011 Edition)" is announced,Beijing senior high school entrance mathematics examination with the new curriculum standard makes the corresponding adjustment.Beijing senior high school entrance mathematics examination followed the new curriculum standard from 2015.This study will focus on the 2015 and 2016 Beijing senior high school entrance mathematics examination as the research object and analyze the alignment between the examination and the new curriculum standard.Firstly,the new curriculum standard is divided into three parts,which are fields of study,theme and target.The depth of knowledge level in curriculum standards is encoded.Then we encode each question in 2015 and 2016 Beijing senior high school entrance mathematics examination.Finally,we analyze the alignment between Beijing senior high school entrance mathematics examination and curriculum standard from the knowledge type,knowledge depth,breadth of knowledge and the balance of knowledge.And we obtained the following conclusions:The alignment of Beijing senior high school entrance mathematics examination and curriculum standard is well on the whole.The questions in the examination can reflect the knowledge content of curriculum standards that students should require the knowledge.The alignment of 2016 is better than 2015.Senior high school entrance mathematics examination is well in knowledge type,depth of knowledge and the balance of knowledge and poor alignment in the breadth of knowledge.Most of the scopes of the study in the field of learning knowledge are around 30%,which is far below the acceptable level of 50%.Two years of test had the fewer questions in the graphics and coordinates,which was not reached acceptable level.According to the above conclusions,this study presents some suggestions from four aspects.In the curriculum standards,it should be increase the performance evaluation standard,and the standards need further detailed and specific,so that it can better adapt to the development of Chinese mathematics education.In terms of test questions,proposer can expand the scope of the field and consider some knowledge that easy to be overlooked.In the research tool of alignment analysis,our researchers could learn successful experience from foreign research and combine the situation of our country to develop the analysis tool that is suited for Chinese education development level.In the aspect of teaching,teachers should read the curriculum standards expertly.And in the daily teaching planning and implementation of teaching activities teachers should follow the requirements of the curriculum standards,and correctly grasp the relationship between examination and teaching.