Research On The Consistency Between The Mathematics And Science Test Questions Of The College Entrance Examination And The Curriculum Standards

Since the 1990s,the consistency of the internal elements of the curriculum has been valued by foreign education researchers.Since then,the consistency of evaluating curriculum standards and learning quality has gradually become an important research topic in the international curriculum field.With the deepening of the new curriculum reform in China,the value of curriculum standards is increasingly emphasized.The domestic test questions must follow the curriculum standards,and the evaluation of student learning quality must also be based on it.The "Common High School Mathematics Curriculum Standards(Experimental)" promulgated by China in 2003 has been in operation for more than ten years.It is necessary to study the degree of consistency with the high school examination questions and analyze the degree of consistency between the two.What are the aspects of consistency and inconsistency? The research on these issues can reflect the overall implementation of the curriculum standards,and can deeply understand the consistency between the curriculum standards and the high-level examination questions,and reflect on whether the high-level examination question system conforms to the curriculum standards.value.This article adopts the Webb model,chooses the literature method,comparative research method,and content analysis method to complete the 2018-2019 national volume and curriculum standard coding from four different dimensions: knowledge type,knowledge distribution balance,knowledge depth,and knowledge breadth.The detailed analysis of the overall characteristics,regional characteristics and year characteristics of the degree of consistency between the two,and explained the possible reasons.The innovation of this article lies in creating complete coding principles and selecting the latest sample objects.From this,the following conclusions are obtained:(1)The overall characteristics of the curriculum standards and the national science volume: the level of consistency of knowledge distribution is the best,the level of consistency of the breadth of knowledge is the worst;the level of consistency of functions,geometry,and algebra is good;the level of consistency of the preliminary knowledge is poor.(2)The level of consistency with regional characteristics: The National Volume III is better than the National Volume?and the National Volume II;the consistencylevel of knowledge distribution balance in the three regions is better than other indicators;among the functional,geometric,and algebraic regions There is no difference between the consistency,and there is a certain difference in the consistency between probability and statistics.(3)The level of consistency with the year as the variable characteristic: the indicators in each region are better in 2018 than in 2019;there is a certain difference in the consistency of functions,geometry,and algebra;the consistency of probability and statistics is significantly different in the depth of knowledge.And then put forward a few suggestions:(1)improve and revise the curriculum standards;(2)the propositions should be based on the curriculum standards;(3)maintain attention to functions and geometry and algebra;(4)increase the preparatory knowledge and probability and statistics(5)Properly increase the breadth of knowledge in the examination of test questions.