A Study On The Consistency Between College Entrance Examination Mathematics Questions And Curriculum Standards Based On The “Achieve” Model

The revision of the curriculum standard of high school mathematics and the formulation of the core quality of mathematics are the booster to promote the reform of basic curriculum,the strong guarantee for the scientific and reasonable development of high school mathematics teaching,and the fundamental basis for the mathematics proposition of the college entrance examination.And whether the mathematics test in the college entrance examination well implements the requirements of the curriculum standards is the key to evaluate whether the mathematics test paper in the college entrance examination is reasonable and scientific,and also an effective way to measure the fairness of students’ academic level.It can be seen that the study on the consistency of college entrance examination mathematics questions and curriculum standards is conducive to the scientific and reasonable development of high school mathematics teaching and the better implementation of curriculum standards.The research process of achieving the consistency of college entrance examination math test and curriculum standards based on the "Achieve" model mainly includes: first,combining with the characteristics of mathematics subject,we select the "Achieve" consistency analysis model,and select seven national college entrance examination math test papers in recent three years to carry out consistency analysis with the curriculum standards of high school math.Secondly,the content of college entrance examination mathematics test and high school curriculum standard content requirements are encoded respectively,and the coding data processing and consistency analysis are explained.Thirdly,according to the three dimensions of the "Achieve" consistency analysis model,namely centrality,balance and challenge,the consistency of college entrance examination math questions and curriculum standards is statistically analyzed,and the analysis results are illustrated by cases.In addition,teachers’ interviews are combined to understand teachers’ ideas and suggestions on curriculum standards and students’ academic evaluation.Finally,the research conclusions and suggestions: In terms of centrality,the consistency between the seven college entrance examination papers and the curriculum standards in the recent three years is ideal,but the statistical results show that there is still a poor consistency match between the two,which needs to be strengthened.In terms of balance,there are some parts that do not agree with the requirements of the curriculum standard.For example,the contents under the topics of probability and statistics and preparatory knowledge account for a small proportion,which should be paid attention to.In terms of challenge,the overall order,background and scientific nature of the test meet the requirements,and the consistency of the challenge source is ideal.In terms of the cognitive level of "mastering",the test questions are less,and more are about the cognitive level of "knowing" and "understanding".However,the college entrance examination is an examination mechanism for talent selection,and the distribution of the cognitive level of the test questions is obviously unbalanced.Based on the above conclusions,some suggestions are put forward: strengthening the examination of different content areas;Regulate the balance of knowledge cognitive level appropriately;Increase the degree of differentiation of test selection,improve the challenge level of test;Strengthening the necessity of teacher evaluation level training.