A Study On Alignment Of Different Official Curriculum Based On Content Theme And Cognitive Requirements

Bloom regards "how to ensure the alignment between goals,teaching and assessment" as one of the four basic problems in teaching.In the 1980 s,Standards-driven and standards-based basic education curriculum reform,which is influenced by the United States,is prevalent around the world.China's Mathematics Curriculum Standards of General High Schools(2017 Edition)clearly states that "the compilation of teaching materials should fully reflect and implement the basic ideas and objectives proposed by the curriculum standards,and attention should be paid to translating the curriculum objectives proposed by the curriculum standards into practical teaching requirements".In this context,it is urgent to construct appropriate research tools to analyze the alignment of official curriculum in China.Taking into account the increasing importance of "probability and statistics" in high school mathematics curriculum,the study takes the content of high school mathematics "probability and statistics" as an example,and compares the "Mathematics Curriculum Standards of General High Schools(2017 Edition)" and "Mathematics Curriculum Standards of General High Schools(Experiment Edition)",High school mathematics textbooks published by People's Education Press and Beijing Normal University Press in 2004 and2019,and high school mathematics textbook published by Jiangsu Phoenix Education Press and Hunan Education Press in 2004.The purpose of this paper is to explore the alignment between the teaching objectives and the assignment of exercises of different versions of textbooks and the curriculum standards in the two dimensions of content theme distribution and cognitive requirements.The research revolved around the following questions:(1)What kind of research tools should be constructed to analyze the alignment of formal courses? How can the SEC consistency research paradigm be addressed in providing consistency details?(2)What is the difference in content standards between "Mathematics Curriculum Standards of General High Schools(2017 Edition)" and "Mathematics Curriculum Standards of General High Schools(Experiment Edition)" on the topic of probability and statistics?(3)What is the alignment of different versions of textbooks and curriculum standards on the topics of probability and statistics?The research mainly uses quantitative research methods,supplemented by qualitative research.Firstly,with the help of literature research method,a two-dimensional coding framework of content theme and cognitive requirements is constructed based on the revised Bloom's taxonomy of educational objectives and the SEC consistency analysis paradigm.Then,the content analysis method is used to complete the coding of formal courses such as mathematics curriculum standards and mathematics textbooks with the help of MAXQDA software to provide data support for subsequent exploration.In order to make up for the deficiency of SEC alignment analysis paradigm in digging out detail information,the study will take the difference matrix as the key analysis object,and dig out the information in the difference matrix in a targeted and orderly way.The research conclusions are as follows:(1)There is no significant statistical consistency between Mathematics Curriculum Standards of General High Schools(2017 Edition)and Mathematics Curriculum Standards of General High Schools(Experiment Edition).The main reasons are as follows: New knowledge points are added to Mathematics Curriculum Standards of General High Schools(2017 Edition),and cognitive requirements of part of knowledge are adjusted;In addition,the description of procedural goals in Mathematics Curriculum Standards of General High Schools(2017 Edition)has been reduced.(2)Regarding the teacher's book and the curriculum standards,there is no statistically significant consistency between the above versions of teacher's book and curriculum standards.The main reason are as follows: There is a difference in the number of cognitive requirements for the same content between the teacher's book and the curriculum standards,as well as in the level of cognitive requirements of the same knowledge point.(3)Regarding textbook exercises and curriculum standards,there is no statistically significant alignment between the above versions of textbook exercises and curriculum standards.The main reason are as follows:The proportion of the number of exercises in a certain content of each textbook in the total number of exercises is inconsistent with the proportion of the number of cognitive requirements of the content in the curriculum standards in the total number of content standards;There also have difference in the level of cognitive requirements for the same knowledge point,especially the proportion of the number of exercises in the cognitive level of "understanding" is often greater than that in the curriculum standard.Based on the above research conclusions,the following suggestions are put forward:(1)It is recommended that the curriculum standards retain the description of the process goals;(2)It is suggested to improve the standardization of teaching objectives in the teacher's book while maintaining consistency with the standard;(3)It is recommended to enhance the gradient and system of the textbook exercises configuration.Through the above research,a tool for analyzing the alignment of official curriculum has been obtained,and a research paradigm for comparing the consistency between different versions of textbooks and curriculum standards has been provided,which has value in promoting the research and development of formal mathematics courses in my country.