Research On The Consistency Of Mathematics Curriculum Standard In Senior High School With College Entrance Examination And Classroom Teaching

In 2003,the Ministry of Education promulgated the "General High School Mathematics Curriculum Standards(Experiments)" which guided the practice of curriculum reform in general high schools for more than ten years.However,in the face of the new situation of the basic popularization of high school education in China,there are still some incompatibilities and problems to be improved in the general high school curriculum plan and the experimental draft of curriculum standards.In 2013,the Ministry of Education launched the revision of curriculum in senior high schools.And in 2018 the "General High School Mathematics Curriculum Standard(2017 edition)" was officially promulgated.With the promulgation of the new curriculum standard,how is the consistency of the new curriculum standard with the college entrance examination and classroom teaching? How will it affect the college entrance examination proposition and classroom teaching in the future? What changes will be made in classroom teaching based on the new curriculum standard? It will become a general concern of future educational researchers.Based on the new and old curriculum standards,this study selected the national mathematics volume I and the classroom teaching of high school mathematics teachers in the past five years as research samples,and conducted a consistent study of the new and old curriculum standards with the college entrance examination and classroom teaching,respectively.Firstly,using literature analysis method,on the basis of consulting a large number of documents,the author clarifies her own research ideas and determines the theoretical framework of consistency analysis.Secondly,using content analysis method and comparative research method,the content standards in new and old curriculum standards and the national mathematics volume I in recent five years are quantified from three dimensions of understanding,and mastering,and consistency analysis is carried out by using "SEC" model.Thirdly,using the questionnaire method,the author investigates the teaching time spent by high school mathematics teachers at each cognitive level in order to make students reachthe corresponding cognitive level when they teach part of high school mathematics knowledge,and quantifies the data obtained,and analyses its consistency with the new and old curriculum standards.Finally,according to the consistency analysis of the new and old curriculum standards and the college entrance examination and classroom teaching,taking the exponential function and the mean inequality as examples,the classroom teaching design case based on the new curriculum standard is given.Through comparative analysis,it is found that there is no significant statistical consistency between the new and old curriculum standards and college entrance examination and classroom teaching,but the consistency between the old curriculum standards and college entrance examination and classroom teaching is higher than that between the new curriculum standards and college entrance examination and classroom teaching.It should be noted that the requirements of curriculum standards are the basic requirements of all students,not the highest requirements.Relevant research results are in line with the current situation of examination evaluation and teaching.Therefore,in the future classroom teaching,teachers should seriously study and grasp the new curriculum standards,comprehensively and systematically understand the new curriculum standards,strengthen the connection between curriculum standards and examinations,take curriculum standards as the basis for teachers to check the quality of teaching,carry out classroom teaching based on curriculum standards,and promote students’ better development.