北京市中考数学试卷与课程标准的一致性研究

发布时间：2018-01-14 12:23

本文关键词：北京市中考数学试卷与课程标准的一致性研究　出处：《中央民族大学》2017年硕士论文　论文类型：学位论文

【摘要】：课程标准在我国的基础教育中处于主导地位,我国的课程改革基于课程标准,教材编写、课程教学与学业评价也均是以课程标准为基础而实施的。教材编写者以课程标准为基准编写教材,教师理解课程标准相关内容并运用教材进行教学,学生获得知识并以课程标准为依据的试卷进行学业水平评价。由此可见,学业成就评价不仅要科学、全面的评估学生所掌握的知识水平,同时也要体现出课程标准对学生需要掌握的知识内容的要求。初中学生学业水平测试是对九年义务教育的一次总结性考试,学业水平测试结果衡量了学生对知识的掌握水平,也为高中阶段学校招生提供了参考指标。《义务教育数学课程标准(2011年版)》公布以来,全国各地区的学业评价有了新的依据,北京市的中考数学试题也随着新课程标准做出了相应的调整。2015年开始,北京市中考数学试题以新课程标准为参考,本论文以2015年和2016年北京市中考数学试题作为研究对象,分析这两年的中考数学试题与2011年版课程标准的一致性情况。首先将新课程标准分为学习领域、主题与具体目标三个等级,对课程标准中的知识深度水平要求进行了划分,并对课程标准第三学段中的具体目标以及对应的知识深度水平编码,然后对2015年与2016年北京市中考数学试题中的每一道试题编码,最后从知识种类、知识深度、知识广度与知识平衡度四个维度对北京市中考数学试题与课程标准的一致性做分析,得到了以下结论:从整体上看,北京市中考数学试题与课程标准的一致性较好,试卷中所考察的题目可以反映出标准对学生应掌握的知识内容的要求,2016年的一致性水平整体好于2015年。中考数学题目在知识种类、知识深度与知识平衡度这三个维度上与标准的一致性良好,在知识广度维度上一致性较差,多数学习领域内知识的考察范围都在30%左右,与可接受水平的差距较大。两年的试卷在图形与坐标学习领域考察的题目较少,均没有达到标准中的要求。针对上述结论,本研究从以下四方面提出了几点建议:在课程标准方面,应该适当增加表现评价标准,并对标准进一步细化和具体,使之更好的适应我国数学教育的发展。在试题命制方面,建议命题者能够适当扩大命题范围,酌情考虑一些容易忽略的知识点。在一致性分析的研究工具方面,建议我国研究者吸取国外相关研究的成功经验并结合我国国情,研发适合我国教育发展水平的一致性分析工具。呼吁教师熟读课程标准,在日常教学中以课程标准的要求规划和实施教学活动,正确把握考试与教学之间的关系。
[Abstract]:The curriculum standard is in the leading position in the basic education of our country, the curriculum reform of our country is based on the curriculum standard, the textbook is compiled. Curriculum teaching and academic evaluation are also implemented on the basis of curriculum standards. Textbook compilers compile textbooks based on curriculum standards. Teachers understand the relevant contents of curriculum standards and use textbooks to teach. This shows that the evaluation of academic achievement should not only be scientific, comprehensive assessment of the level of knowledge students master. At the same time, it should also reflect the requirements of curriculum standards for students to master the knowledge content. Junior high school students' academic level test is a conclusion test of nine-year compulsory education. The results of the academic level test measure the students' mastery of knowledge and provide a reference index for the high school enrollment. The Mathematics Curriculum Standard for compulsory Education (2011 Edition) has been published since the publication. There is a new basis for academic evaluation in all regions of the country, and the mathematics examination questions in Beijing have been adjusted accordingly with the new curriculum standard. 2015. The mathematics test of Beijing junior high school is based on the new curriculum standard. This paper takes the mathematics test of Beijing junior high school test on 2015 and 2016 as the research object. This paper analyzes the consistency between the mathematics test and the curriculum standard of 2011. Firstly, the new curriculum standard is divided into three levels: learning field, subject and specific goal. The requirements of the knowledge depth level in the curriculum standard are divided, and the specific objectives in the third learning paragraph of the curriculum standard and the corresponding knowledge depth level are coded. Then on 2015 and 2016 in the Beijing junior high school mathematics test questions in each of the coding, and finally from the types of knowledge, depth of knowledge. From the four dimensions of knowledge breadth and knowledge balance, this paper analyzes the consistency of mathematics examination questions and curriculum standards in Beijing Middle School examination, and draws the following conclusions: from the overall point of view. There is a good consistency between the mathematics examination questions and the curriculum standards in Beijing, and the questions examined in the examination papers can reflect the requirements of the standard for the knowledge content that students should master. The consistency level in 2016 is better than that in 2015. The mathematics questions in the middle school are consistent with the standard in the three dimensions of knowledge type, knowledge depth and knowledge balance. The consistency of knowledge breadth dimension is poor, and the investigation scope of knowledge in most learning fields is about 30%. There is a big gap between the acceptable level and the two years of examination papers in the field of graphics and coordinate learning less topics are not up to the requirements of the standard. In view of the above conclusions. This study from the following four aspects of the recommendations: in the curriculum standards, we should appropriately increase performance evaluation criteria, and further refine and specific standards. Make it better adapt to the development of mathematics education in our country. In the test assignment system, it is suggested that the propositions should be able to expand the scope of the proposition properly, and consider some knowledge points which are easy to be ignored. In the aspect of the research tools of consistency analysis. It is suggested that Chinese researchers should draw on the successful experience of foreign related research and develop a consistency analysis tool suitable to the level of educational development in China, and call on teachers to be familiar with the curriculum standards. In daily teaching, we plan and carry out teaching activities according to the requirements of curriculum standards, and correctly grasp the relationship between examination and teaching.
【学位授予单位】：中央民族大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.6

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