A Study On The Alignment Between Chemistry Test In Junior High Schools Entrance Examination And Curriculum Standard In Tianjin From 2016 To 2020

With the rapid development of society and the gradual entry of the industrial age into the era of knowledge-based economy,the quality of basic education has received wide attention.Since the end of last century,in order to promote the development of talents and enhance the national strength,many countries generally carry out educational reform based on curriculum standards.Under this background,our country starts to carry out the education reform.The curriculum standard developed by the Ministry of Education is the basis for the compilation of textbooks,the assessment of the quality of lectures and student achievement;academic evaluation is the most common way to test whether the teaching quality of teachers and the students’ learning achievements meet the requirements of curriculum standards.Therefore,only by keeping the consistency of the two can the reform succeed and give full play to the guiding role of the curriculum standard and the academic evaluation,prompt teachers to carry out teaching activities in accordance with the curriculum standards,improve the quality of teaching,and cultivate the talents needed for social development.This study focuses on the examination questions in academic evaluation,taking the chemistry test in junior high schools entrance examination of Tianjin from 2016 to 2020 as the research object,according to the content theme and the cognitive level of the "SEC" analysis model,studying the consistency level between chemistry test in junior high schools entrance examination and curriculum standards,the research area adds the dimensions of knowledge depth and qualitative analysis.The significance of this study lies in:screening the research consistency tools,for first-line chemistry teachers to study the consistency of chemistry test in junior high schools entrance examination and curriculum standards to broaden the train of thought;by studying the consistency degree of the two,we find the deficiency of the test and modify it to achieve the fairness and effectiveness of the test;by analyzing the factors that influence the degree of consistency,it is helpful for the teachers to understand the junior high schools examination questions and interpret the curriculum standards,so as to optimize the teaching activities,reasonably arrange the teaching tasks and explore the improvement of teaching methods;in order to improve the quality of chemistry test and play to the guiding role of the entrance examination,this paper puts forward some suggestions for improving the consistency level,and provides some suggestions and directions for the examiners;this paper reveals the problems existing in the curriculum standards,and puts forward suggestions for revision,so as to promote the implementation and implementation of the new curriculum reform.The study was made up of five parts.The first is the preface,which mainly raises doubts,that is,whether there is a high degree of consistency between the chemistry test in junior high schools entrance examination and the curriculum standards,and expounds the significance of the research,and determines what it is and how it is done.The second part is the description and summary of the literature,mainly defining the core terms,introduces and compares the typical analysis models abroad,and summarizes the research progress at home and abroad.The third part is the research design,which mainly elaborates the research frame,explains the research object,the research tool choice,the coding principle,encodes the curriculum standard and the test paper,and explains the research reliability and the validity.The fourth part is the consistency analysis of the chemistry test in junior high schools entrance examination and the curriculum standard,which is divided into five parts:the whole analysis,the content theme consistency analysis,the cognitive level consistency analysis,the cognitive depth consistency analysis,and the qualitative analysis.The fifth part is the conclusion and the suggestion,carries on the summary to the consistency analysis,the analysis influence factor,gives the corresponding suggestion,and elaborates the reflection and the forecast.In this paper,the following conclusions are drawn:in the last five years,there is no statistical consistency between them,the consistency level of content theme is lower,the consistency level of cognitive level is lower,and the consistency level of cognitive depth is different.Most of the questions in the examination and the requirements of the experiential learning goals in the curriculum standards are restrained.Aiming at the research conclusion,this paper analyzes the influencing factors and gives some suggestions as follows:the curriculum standards do not clearly express part of the learning content and learning requirements,the suggestion redevelops and revises the new curriculum standard,consummates the curriculum standard content;the difficulty of the examination questions has increased,the examination questions are difficult to examine the theme of "Scientific inquiry" and the goal of skill-based learning.It is suggested that the structure of the examination questions should be adjusted and the forms of academic evaluation should be enriched,and the experimental operation marks should be included in the examination marks,taking the comprehensive quality evaluation and the score of the junior high schools entrance examination as the basis for further study;the proclaimers have different understanding of the curriculum standards,and their own professional quality level is also different.It is suggested to unify training and study the curriculum standards deeply;the coder’s ability and level are limited,and there is some subjectivity in the coding process.It is suggested to develop coherence research,to develop coherence analysis model in accordance with national conditions,and to standardize the analysis model.