A Study On The Consistency Between The Mathematics Academic Proficiency Test And Curriculum Standards In Junior High Schools In Anhui Province

In the 21st century,countries all over the world have joined the ranks of standards-based education reforms,and the status of curriculum standards in basic education has received more and more attention.China is no exception,and the eighth basic education curriculum reform has begun.A major result of this new curriculum reform is the promulgation of curriculum standards for various subjects at different stages of education.The Ministry of Education has repeatedly emphasized the compilation of textbooks,examination evaluation and teaching in accordance with the concepts and objectives of the curriculum standards.Therefore,whether teaching,textbook compilation,and examination evaluation truly reflect the concepts and requirements of the curriculum standards,and truly match the curriculum standards,has become a topic of concern to domestic education scholars.This research focuses on the consistency of examination evaluation and curriculum standards,and studies the consistency of the Anhui Province Junior High School Mathematics Academic Proficiency Test and the curriculum standards,in order to understand the implementation of the curriculum standards in the Anhui Province Junior High School Proficiency Examination and To provide a reference for the improvement of academic examination propositions.The research objects of this research are the "Compulsory Education Mathematics Curriculum Standards(2011 Edition)" and the 2015-2020 Anhui Province Junior High School Mathematics Academic Proficiency Test Questions.Based on the Weber analysis model,it is localized and the curriculum standards are modified.Analyze and code the middle school exam questions,obtain the consistency of the six middle school exam questions and the curriculum standards in each dimension,and count the middle exam questions in each learning field and curriculum.The consistency of the standard.After analysis,the main conclusions of this study are as follows:(1)The overall consistency of the test questions and the curriculum standards is acceptable;(2)The consistency of the test questions and the curriculum standards is the worst in the dimension of knowledge,and the consistency of the depth of knowledge is the best;(3)The consistency level of test questions in different years is not much different.With regard to the findings in the conclusion,the following suggestions are given:(1)The test setter can consider adding some previously neglected knowledge points to the test paper;(2)Compile performance standards on the basis of curriculum standards;(3)Develop consistency analysis tools suitable for my country's education system and characteristics from the localization level.