Consistent Analysis Between The Mathematics Examination Paper 1 Of National College Entrance And Curriculum Standard

In April 2003,the Ministry of Education of the People's Republic of China promulgated the "Curriculum Standard for Senior Mathematics",which marked the beginning of the curriculum reform of basic mathematics education in China.With the promulgation of the "Curriculum Standard for Senior Mathematics(Revision)" in 2017,the curriculum reform has been continuously adjusted and innovated according to the actual situation of front-line teaching and the feedback results of the college entrance examination.The new curriculum standards mainly update the elaboration of curriculum objectives,curriculum structure,curriculum content and other aspects,put forward ideas that are more in line with the requirements of the time,of greater educational value,and that can better reflect the humanistic feelings.From "double-base" to "four-base" and from three-dimensional goal to the proposal of the core accomplishment,it indicates that the basic mathematics education in China is marching towards the direction of paying more attention to cultivating students' core accomplishment and consciousness of mathematics application,and the mathematics teaching will bring more and more value to education.The implementation of the new curriculum reform will be inevitably accompanied by a new education evaluation mechanism to match,the reform of new curriculum standard as the baton of college entrance examination in each province has been conducted for many years.Do the tests after the reform embody the course standard of basic requirement?Are they beyond the teaching syllabus?Are they too difficult?All these need a scientific and reasonable evaluation basis.By using Webb consistency analysis model,three national unified test papers 1 (2016-2018)and "Subject Standard for Senior Mathematics"(2003 edition)as the research object,the writer tries to analyze the consistency of the tests and the new curriculum standard.To be specific,we want to know about what questions in the test better embody the teaching requirements put forward by the new curriculum standard,and what topic reflections aren't good enough,which,on the one hand,can provide the reference basis for teachers' classroom teaching and student learning;On the other hand can also offer help for the college entrance examination designers.After collecting relevant data from the codes of high exam questions and curriculum standards,the author statistically analyzed them into a table,and finally came to the following conclusions:(1)grouping and comparing of the three test papers:the consistency of the test paper in 2016 with the curriculum standards was the best,with the consistency level reaching the standard amount of 21;In 2017,the consistency level reached 20.The degree of conformity of the 2018 test is the lowest,the consistency level reached the standard for 17.Therefore,from the perspective of time sequence,it can be considered that the consistency of national volume 1 and curriculum standards is declining year by year.(2)grouping and comparing the four dimensions of consistency analysis:the consistency of national paper 1 in the three dimensions of knowledge depth,knowledge balance degree and knowledge type is not much different,and they all perform very well.In terms of knowledge breadth,the consistent level is the lowest,reaching the standard of 7.Therefore,it can be considered that national volume 1 meets the requirements of curriculum standards in terms of knowledge types,balance degree and knowledge depth,while the breadth of knowledge is not up to the standard.(3)grouping and comparing six fields:"solid geometry","plane analytic geometry"and "trigonometric functions and sequence" had the highest consistency level,followed by "functions and derivatives",and finally "probability statistics" and "inequality and plane vector,inference and proof".This suggests that the national volume 1 conform to the requirements of the curriculum in the field of "solid geometry","trigonometric function and sequence" and "plane analytic geometry" and the questions in "probability statistics" and "inequality and plane vector,reasoning and proof" can be further improved in order to reflect the requirements of the new curriculum standard.