Research On The Consistency Between The Academic Mathematics Test For The Junior High School Students And Curriculum Standards (2011 Edition)

In China,the development of education drives the progress of science and technology,and the rapid development of science and technology in turn puts forward new requirements for education.Under the leadership of the CPC Central Committee and The State Council,the Ministry of Education has carried out eight educational reforms.The eighth curriculum reform,which started in 2001,differs from the previous seven times in that it has introduced curriculum standards and implemented them nationwide.Since its introduction,the Mathematics Curriculum Standard for Compulsory Education(2011 Edition)was issued in 2011 after repeated,systematic and comprehensive combing,revision and improvement.This puts forward the question in practice,that is the implementation and promotion of curriculum standards in all parts of the country.On this basis,this study focuses on the consistency between the academic test for the junior high school students in South China and Mathematics Curriculum Standards,and tries to find out the implementation of the new curriculum reform in local areas from the examination questions,so as to provide reference for the reform of the examination questions,classroom teaching and curriculum standards.This paper mainly uses content analysis method.The research object of this paper is the academic test for the junior high school students of X Province in South China from 2017 to 2021 and the Mathematics Curriculum Standards for Compulsory Education(2011 edition).The localized Webb analysis model is used as a tool to encode the examination questions and curriculum standards,and the statistical results are analyzed in four dimensions and seven learning areas.By statistical analysis,the main conclusions of this paper can be stated as follows.(1)The consistency between the academic test for the junior high school students of X Province in recent five years and the curriculum standards is good and stable in general.The consistency percentage reached 76%,which was in good consistency with the curriculum standard.Moreover,the progressive significance P of the consistency of the test questions in the five years was all greater than 0.05,so it could be considered that there was no significant difference in the consistency of the five years.(2)In the past five years,the consistency of knowledge types and knowledge distribution,between the academic test for the junior high school students of X Province and the curriculum standards,is good.The consistency between knowledge categories and curriculum standards is good in all six learning areas,but the consistency between knowledge categories and curriculum standards is weak in "Graphics and Coordinates".Among the six learning domains,the consistency of knowledge distribution balance was better than that of curriculum standard,but the consistency of "the nature of graphics" declined.(3)In the past five years,the consistency of knowledge breadth,between the academic test for the junior high school students of X Province and the curriculum standards,is weak,but the consistency of knowledge depth is strongest.According to the collation,conclusion and summary of the papers in recent years,it is found that there is a poor consistency in the knowledge breadth of test questions in the consistency application research across the country.The examination of mathematics questions in the consistency of knowledge breadth is weak in some provinces and cities across the country,but the proposition should avoid to repeat the investigation of problems.Some forgotten knowledge points can be added.(4)In the past five years,knowledge type,between the academic test for the junior high school students of X Province and the curriculum standards,is significantly correlated with the other three dimensions.Except for knowledge types,there is no significant correlation between the other three dimensions.Therefore,test order system should focus on improving the consistency of knowledge categories,which will have a certain impact on the consistency of other dimensions.