基于课程标准的全国高考数学Ⅱ卷的一致性分析

发布时间：2018-06-10 00:48

本文选题：全国高考数学Ⅱ卷 + 课程标准　；参考：《青海师范大学》2016年硕士论文

【摘要】：全国高考数学Ⅱ卷从2013年开始命题实施至今已有三年,使用该考卷的省份主要有青海、甘肃、西藏、新疆、内蒙古等省份,这些省份经济欠发达、教育相对落后,因此笔者基于课程标准对全国高考数学Ⅱ卷利用韦伯一致性进行了分析研究。首先对《普通高中数学课程标准》进行了编码,并将2013、2014、2015年全国高考数学Ⅱ卷分成必考题和选考题两部分九领域也进行了编码处理,利用韦伯一致性从四维度即知识种类、知识深度、知识广度、知识分布进行了分析,并利用Fuzzy综合评价对统计结果进行了综合分析研究,得出的主要结论是:(1)2013年全国高考数学Ⅱ卷在知识深度维度和知识分布平衡维度与课程标准的一致性较好;在知识种类维度,“统计与概率”与课程标准的一致性较差;在知识广度维度,“函数与导数”和“统计与概率”与课程标准的一致性较差。(2)2014年全国高考数学Ⅱ卷必考题在知识种类维度上,“不等式、平面向量和推理与证明”及“统计与概率”与课程标准的一致性较差,其余领域一致性较好;在知识深度维度上,六个领域与课程标准都具有较好的一致性;在知识广度维度上,“三角函数与数列”及“立体几何”与课程标准的一致性较好,其余领域一致性较差;在知识分布平衡维度上,“函数与导数”与课程标准的一致性较差,其余领域在知识分布平衡维度上与课程标准具有较好的一致性。(3)2015年全国高考数学Ⅱ卷必考题在知识种类维度上,“不等式、平面向量和推理与证明”及“统计与概率”与课程标准一致性较差,其余领域与课程标准一致性较好;在知识深度维度上,六个领域与课程标准都具有较好的一致性;在知识广度维度上,“平面解析几何”和“立体几何”与课程标准的一致性较好,其余领域与课程标准的一致性较差;在知识分布平衡维度上,六个领域与课程标准具有较好的一致性。(4)虽然各领域与课程标准在四维度上的一致性程度不尽相同,但是2013年、2014年、2015年全国高考数学Ⅱ卷必考题总体的一致性都较好。(5)2013年到2015年全国高考数学Ⅱ卷选考题在知识种类维度和知识广度维度与课程标准的一致性较差,在知识深度维度和知识分布平衡维度与课程标准的一致性较好。2013年到2015年全国高考数学Ⅱ卷选考题总体的一致性较差。
[Abstract]:It has been three years since the National College entrance examination Mathematics Volume II was put into effect in 2013. The major provinces using the paper are Qinghai, Gansu, Tibet, Xinjiang, Inner Mongolia and other provinces, which are economically underdeveloped and relatively backward in education. Therefore, based on the curriculum standards, the author makes an analysis and research on Webb consistency in the mathematics volume II of the national college entrance examination. First of all, it encodes the ordinary Senior Middle School Mathematics Curriculum Standard, and divides the mathematics II volume of the National College entrance examination into two parts and nine fields, namely, the required questions and the selected examination questions, in 20132014. By using Weber's consistency, the knowledge types are divided into four dimensions. The depth, breadth and distribution of knowledge are analyzed, and the statistical results are analyzed by fuzzy comprehensive evaluation. The main conclusions are: (1) the consistency between knowledge depth dimension and knowledge distribution balance dimension and curriculum standard is good in the mathematics volume II of the national college entrance examination in 2013, and the consistency between statistics and probability and curriculum standard is poor in the knowledge category dimension. In the dimension of knowledge breadth, "function and derivative" and "statistics and probability" and curriculum standard, the consistency of "statistics and probability" and curriculum standard is poor. "plane vector and reasoning and proof" and "statistics and probability" have poor consistency with curriculum standards, while other fields have better consistency, in depth of knowledge, six fields have better consistency with curriculum standards. In the dimension of knowledge breadth, "trigonometric function and sequence" and "solid geometry" have better consistency with curriculum standards, while other fields are less consistent, and in the dimension of knowledge distribution balance, the consistency between "function and derivative" and curriculum standard is poor. The other fields have good consistency with the curriculum standard in the dimension of knowledge distribution balance. "plane vector and reasoning and proof" and "statistics and probability" are not consistent with curriculum standards, and the other fields have better consistency with curriculum standards, and in depth of knowledge, six fields have better consistency with curriculum standards. In the dimension of knowledge breadth, "plane Analytical Geometry" and "solid Geometry" are in good agreement with curriculum standards, while other fields are less consistent with curriculum standards, and in the dimension of knowledge distribution balance, There is a good consistency between the six fields and the curriculum standard. (4) although the degree of consistency between each field and the curriculum standard is different in four dimensions, But in 2013, 2014 and 2015, the overall consistency of the required questions in mathematics II of the national college entrance examination was relatively good.) from 2013 to 2015, the consistency between the knowledge category dimension and the knowledge breadth dimension and the curriculum standard of the questions selected in the second volume of the national college entrance examination was poor. The consistency between the knowledge depth dimension and the knowledge distribution balance dimension and the curriculum standard is good, and the overall consistency of the national college entrance examination mathematics II examination questions selected from 2013 to 2015 is poor.
【学位授予单位】：青海师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.6

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