Research On The Mathematics Test Questions For The Senior High School Entrance Examination In Xining City Based On The Mathematics Curriculum Map Of Junior High School

Organization for Economic Cooperation and Development(OECD)curriculum content mapping(CCM for short)is one of the cores of international curriculum analysis research.The curriculum mapping is composed of a content framework and a literacy framework.National and regional surveys to form a two-dimensional matrix heat map of "content theme-ability literacy".This study is based on the research of the International CCM Project and Cao Yiming's "Analysis of the Future-oriented Mathematics Curriculum for Junior High Schools",and according to the "Mathematics Curriculum Standards(2011)"(hereinafter referred to as "Curriculum Standards(2011)")for compulsory education in my country,the content of the The subject is analyzed and summarized,and the content subject framework is obtained.With reference to the OECD's 28 competency and literacy goals for 2030,a junior high school mathematics curriculum map under the guidance of the Curriculum Standard(2011)is formed.The three aspects of literacy are studied on the mathematics test questions of the senior high school entrance examination in Xining.In this study,while analyzing the distribution of content and subject matter of the middle school examination questions in Xining City from 2017 to 2021,the "Survey on the Relationship between Mathematics Academic Achievement and Mathematical Ability Literacy" was conducted among 360 junior high school students in Xining City.There is a positive correlation between the mathematics academic performance of junior three students in Xining City and the training goal of mathematical ability and literacy.Therefore,it is reasonable to use Xining City's high school entrance examination mathematics results to analyze the achievement of students' mathematical ability and literacy.The main conclusions of this paper are:1.In terms of content and subject: the content of the test questions has a reasonable structure and clear layers,solves simple three-dimensional linear equations,participates in mathematical activities,forms mathematical reports,gains experience in mathematical activities,draws rulers and gauges,quadratic function images and Except for the approximate solution of the quadratic equation in one variable,the remaining 45 content topics are consistent with the content topics in the junior high school mathematics curriculum map.2.Competence and literacy themes: Among the 49 content themes,there are 2content themes for the A-level,6 for the B-level,9 for the C-level and 9 for the D-level.There are 5 content themes,E grades have 9 content themes,F grades have 6content themes,G grades have 5 content themes,H grades have 3 content themes,and4 content themes have not been examined,the proportion of the tested ability and literacy achievement level in the coding is consistent with the ability and literacy theme in the junior high school mathematics curriculum map.3.In terms of "content theme-ability literacy" : among the 1372 two-dimensional associations,56 two-dimensional associations are at grade A,168 two-dimensional associations are at grade B,252 two-dimensional associations are at grade C,and 140two-dimensional associations are at grade C.The associations were at the D level,2522 D associations were at the E grade,168 2D associations were at the F grade,140 2D associations were at the G grade,and 84 2D associations were at the H grade.There are 112 two-dimensional associations that have not been involved,and the proportion of the involved two-dimensional associations in the coding is consistent with the two-dimensional associations in the junior high school mathematics curriculum map.