The Study On The Consistency Of Junior High School Geography Mid-term Examination Questions And Curriculum Standards

Since the implementation of the curriculum standard as a programmatic document guiding the teaching of primary and secondary schools,the research on academic evaluation based on the curriculum standard has been continuously enriched.In teaching practice,most of the academic evaluation studies based on curriculum standards focus on large selective academic proficiency tests such as entrance examination for secondary school or college,ignoring the importance of consistency between the self-prepared examination questions and the curriculum standards.In addition,because the evaluation of school examination directly affects the teaching quality of teachers and the learning effect of students,it is worth exploring how to adjust the consistency analysis model of academic evaluation and curriculum standards in the method of school examination and the factors that affect the consistency of mid-term examination questions and curriculum standards in school.This study adopts the SEC consistency analysis model as an analysis tool and takes the mid-term exam questions of the first semester of Grade 7 in Guangzhou and Dongguan as the research object.First of all,through literature review of domestic and foreign research on the consistency analysis of academic evaluation and curriculum standards,and then on the basis of clarifying the consistency analysis model of SEC,combined with the characteristics of geography discipline and midterm exam,the framework and method suitable for the consistency analysis of middle school geography midterm exam questions and curriculum standards are constructed.Secondly,the above framework and methods are used to analyze the consistency between the sample test paper and the curriculum standards.Finally,based on interviews with front-line teachers,this paper analyzes the factors that affect the consistency of mid-term exam questions and curriculum standards,and puts forward relevant improvement strategies and suggestions.After the above research,the following conclusions are drawn:(1)Six sample questions of the mid-term examination of Grade 7 in Guangzhou and Dongguan in the first semester of the 2019-2020 academic year were not significantly consistent with the curriculum standards,and the consistency coefficients were all below the critical value.In terms of the distribution of content topics,the proportion of certain content topics in sample tests is reduced as a whole,and the proportion of other content topics is increased accordingly.From cognitive level distribution,sample test the cognitive level of cognitive level distribution of the curriculum standard and do not have good consistency,while the key sequence on the distribution of sample test questions of cognitive level,conform to the requirements of the curriculum standard,but in the specific proportion of the cognitive level of "understanding" level improved,the cognitive level of "understanding" level than is reduced.For the analysis of the mid-term examination questions for three consecutive years from 2018 to 2020,the distribution proportion of the content,topic and cognitive level of the sample questions,as well as the distribution of key and sub-key contents have great inter-annual changes compared with the requirements of the curriculum standard,presenting an unstable phenomenon.The above results show that teachers do not strictly follow the requirements of the curriculum standards in the midterm exam proposition,and there is a certain consensus on the determination of the key content and theme within the scope of the exam in the proportion of the content and topic allocation,and there are higher requirements for students in the cognition level examination.(2)The factors that affect the consistency between the mid-term exam questions and the curriculum standard include the teacher,the curriculum standard,the examiner’s orientation and the students’ subject level.(3)The improvement strategy of the proposition of consistency between midterm exam questions and curriculum standards can be considered from the following aspects: clarifying the proposition principle of midterm geography exam,standardizing the compilation process of exam questions,improving the bidirectional detail list and enhancing the flexibility of exam questions.(4)Suggestions to improve the consistency of mid-term exam questions and curriculum standards include: front-line geography teachers should pay attention to the overall development of their professional development,and implement the consistency of curriculum standards,teaching objectives,teaching activities and teaching evaluation in teaching practice;Schools to improve the importance of mid-term examination and standardization;Education and management departments to do well the relevant training and standards;Third-party teaching platform to increase the test and course standard consistency analysis function.