A Study On The Consistency Between The College Entrance Examination Mathematics Test Questions And The Core Literacy In The Curriculum Standards Under The SEC Mode

Mathematics Curriculum Standards for Senior High Schools(2017 edition,2020 revision)is an important reference for senior high school mathematics classroom teaching,textbook compilation and examination evaluation.With the advancement of curriculum standard reform,core literacy has gradually become a hot topic in the education circle.China’s College Entrance Examination Evaluation System released by the National Examination Authority of the Ministry of Education in 2019 clearly points out that the measurement and evaluation of students’ core literacy of subjects should be reflected in the college entrance examination.Therefore,it is of great significance to study the consistency of college entrance examination mathematics questions and curriculum standards under the guidance of core literacy.On the basis of studying a large number of literatures,this paper takes SEC consistency analysis paradigm as the tool,and takes "Curriculum Standards of Mathematics for ordinary High School(2017 Edition,2020 Revision)" and the new college Entrance Examination of Mathematics(2020-2022 Paper Ⅰ)as the research object.Through data coding,the consistency of subject content,cognitive level and mathematics core literacy was quantified and analyzed.In addition,some suggestions are given on the question,classroom teaching and consistency analysis mode of the core literacy of mathematics required by curriculum standards.The ultimate goal is to explore the implementation of the mathematics core literacy required by the curriculum standards in the college entrance examination mathematics questions in order to optimize the content of the exam and mathematics classroom teaching.The research content of this paper mainly includes five parts.The first part summarizes the research background,research significance,research status at home and abroad,as well as research ideas and methods.The second part elaborates the related concepts and the theoretical basis of the research.The third part firstly introduces the research object and details the evaluation framework of mathematics core literacy,then determines the research tools through the localization of SEC analysis mode,and finally uses the evaluation framework of mathematics core literacy to carry out coding statistics on curriculum standards and college entrance examination mathematics questions,and obtains the critical value of consistency reference coefficient by using MATLAB calculation.In the fourth part,the consistency analysis of curriculum standard and college entrance examination mathematics questions is carried out.The fifth part,on the basis of consistency analysis,draws conclusions from the significance of consistency coefficient,content theme,cognitive level and mathematics core literacy dimensions and levels.According to the research conclusion,the following four aspects are suggested:(1)deepen the understanding of curriculum standards,optimize the content of the examination;(2)pay attention to the core quality of mathematics,scientific propositions.In the college entrance examination,we should pay attention to the balanced distribution of the six core qualities and the examination of each dimension and level.Front-line teachers should pay attention to the examination of core mathematical literacy,strengthen the relevance of curriculum standards and examination evaluation,and optimize the evaluation method.(3)Deepen the research and revision of curriculum standards.(4)In classroom teaching,Teachers should make clear the structural framework and relationship of knowledge for teaching design,attach importance to the creation of appropriate problem scenarios,consciously stimulate students to think from multiple angles,in order to cultivate students’ core quality of mathematics;Improve teachers’attention to curriculum standards and carry out targeted teaching.(5)In-depth research on localized consistency analysis tools based on core mathematical literacy.