Research On The Consistency Between The Mathematics "liberal Arts And Science Combined Test" And The Curriculum Standards Under The Background Of The New College Entrance Examinatio

In 2014,China launched the most systematic reform of its admission system since the resumption of the national college entrance examination.One important change is that the mathematics test no longer differentiated between science and liberal arts students.With the progress of the reform,more provinces have adopted the new national college entrance examination,making the quality of the new test particularly important.In 2017,the new national high school mathematics curriculum standard was promulgated as a scientific indicator and examination proposition basis for high school education in China.What is the application of the new standard in the practice of the college entrance examination? In this article,the author takes the national new college entrance examination mathematics test as an example to analyze the consistency level between the non-differentiated mathematics test and the new curriculum standard,in order to provide valuable suggestions for test preparation.This study first used literature research methods to review literature on the consistency research between test papers and curriculum standards in China over the past decade and explored the main modes of consistency analysis,constructing the research framework for the paper.Next,the national new CEE papers from 2020 to 2022 and the "Mathematics Curriculum Standards for Ordinary High Schools(2017 edition,revised in 2020)" were selected as research samples and coded using content analysis.Then,the consistency characteristics were analyzed using the Weber analysis model in conjunction with statistical analysis.Finally,conclusions were drawn,and research suggestions were made in combination with the interview method and teacher analysis of test question problems.Through analysis,it was found that the overall consistency level between the six sets of CEE mathematics test questions and the "Mathematics Curriculum Standards for Ordinary High Schools(2017 edition,revised in2020)" was relatively high.The consistency of the two CEE test questions in 2022 was better than the other four CEE test questions,indicating that the consistency level between the new CEE paper and the curriculum standard has improved year by year.From four dimensions,the consistency level between the six CEE test questions and the curriculum standard was highest in the knowledge distribution balance dimension,where all items reached an acceptable level of consistency.However,the consistency level was worst in the knowledge breadth dimension,with only one item in the six test questions reaching an acceptable level.From the perspective of the four themes,the "Function" theme had the most items reaching an acceptable level of consistency,followed by the "Preparatory Knowledge" and "Geometry and Algebra" themes,which had high and stable consistency levels.The "Probability and Statistics" theme had the fewest items reaching an acceptable level of consistency,and its consistency level was poor and unstable.Based on the findings of this study,the author suggests: first,incorporating consistency analysis in teaching to increase the connection between teaching and curriculum standards;second,increasing the comprehensiveness of high-stakes test questions and daily assessment test questions while ensuring the depth of test questions,and increasing the number of test questions to examine specific objectives;third,establishing a pre-test consistency analysis mechanism to adjust the level of consistency between test questions and curriculum standards before the test;and fourth,regulating the intellectual difficulty of lectures.