A Study On The Consistency Of Guangxi Senior High School Mathematics Academic Level Examination And Curriculum Standard

With the implementation of the comprehensive reform of the college entrance examination,the authority and application of high school academic level examination are increasing.High School Academic Level Examination As an educational test based on curriculum standards,is this academic level test consistent with the curriculum standards,in which aspects are consistent,in which aspects are inconsistent,and how to dictate academic standards based on academic standards Examination questions are worthy of further study of the problem.A large number of studies have shown that the consistency of academic evaluation and curriculum standards has become a hot topic in curriculum research in the world,which is of great significance to the full implementation of the new curriculum objectives and deepen the curriculum,teaching and evaluation reform.In this paper,the "SEC" analysis model was used as the research tool to study the consistency of Guangxi high school mathematics academic level and curriculum standard from 2014 to 2016.The results show that:1.In the statistical sense,between 2014 and 2016,there was no significant agreement between the math test questions and the curriculum standards.2.The level of consistency in the field of content dimensions is high.(1)The size of the six major content areas of the curriculum standard is:basic elementary function>statistics and probability>analytic geometry>trigonometric functions>basic elementary function>plane vector,and the difference is not large,relatively stable.(2)In the period from 2014 to 2016,the examination questions of"basic elementary function","three-dimensional geometry","preliminary algorithm","plural" and "statistics and probability" are basically the same as those of curriculum standard.(3)The test of "collection","plane vector","reasoning and proof' obviously did not meet the requirements of curriculum standards;on the contrary,the "three-dimensional geometry","analytical geometry","trigonometric function" There is no more than.3.The level of consistency of the "cognitive level" dimension is not high.(1)Whether the curriculum standards,or 2014 to 2016 school exam questions in three different levels of cognitive level of the proportion of size are:understanding>understanding>master.(2)On the whole,the level of"cognition level" of Guangxi high school mathematics level examination and curriculum standard is not high.(3)Specifically,in addition to the 2014 study exam questions in the "understanding" level of the proportion of not up to 0.5,curriculum standards,2015 and 2016 school exam questions in the "understanding" level of the proportion of 0.5 And 0.5 or more.(4)For different mathematical modules,2014-2016 school exam questions and curriculum standards in the "cognitive level" dimension of the focus on a large deviation.This study is of great theoretical significance to the enrichment and examination of the examination and the consistency of the curriculum standard.It is of great significance to the reform of the educational system,especially the reform of the college entrance examination,the revision of the curriculum standard and the change of the high school academic level examination.Reference value.