| 核心素养视角下数学高考试卷评价研究——以2018和2019年江苏高考卷为例 |
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| 引用本文： | 俞梦飞,章飞.核心素养视角下数学高考试卷评价研究——以2018和2019年江苏高考卷为例[J].数学教育学报,2020(2):35-40. |
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| 作者姓名： | 俞梦飞 章飞 |
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| 作者单位： | 江苏第二师范学院课程与教学研究所;南京师范大学教师教育学院 |
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| 基金项目： | 江苏高校哲学社会科学研究重点项目——“互联网+”背景下师范生教师专业素养发展体系的立体建构与实践研究(2018SJZDI174)。 |
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| 摘 要： | 《普通高中数学课程标准(2017年版)》提出了6个数学核心素养:数学抽象、逻辑推理、数学建模、直观想象、数学运算和数据分析。分析6个数学核心素养的外在表现形式和相应的水平划分,构建数学核心素养考查的评价框架,并根据评价框架,对2018、2019年江苏数学高考试卷的核心素养考查情况进行比较分析。研究发现,各核心素养以及具体表现的考查分布极不均衡,数学运算(特别是法则运用)、逻辑推理(特别是演绎推理)的考查较多,而部分核心素养和具体表现极少考查甚至从未考查(如问题提出、合情推理等)。建议:从人才培养的高度思考各素养及具体表现的考查比重;加强命题技术研究,力图全面考察学生的学科素养,从而更好地引导教育教学的变革。
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| 关 键 词： | 数学核心素养 评价 高考 |
Research on the Evaluation of Mathematics College Entrance Examination Papers from the Perspective of Key Competencies--Taking 2018 and 2019 Jiangsu College Entrance Examination as Examples |
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| YU Meng-fei,ZHANG Fei.Research on the Evaluation of Mathematics College Entrance Examination Papers from the Perspective of Key Competencies--Taking 2018 and 2019 Jiangsu College Entrance Examination as Examples[J].Journal of Mathematics Education,2020(2):35-40. |
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| Authors: | YU Meng-fei ZHANG Fei |
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| Institution: | (Curriculum and Teaching Institute,Jiangsu Second Normal University,Jiangsu Nanjing 211200,China;Teacher Education College,Nanjing Normal University,Jiangsu Nanjing 210097,China) |
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| Abstract: | Mathematics Curriculum Standards for Senior High Schools(2017 Edition) put forward six key competencies of mathematics: mathematical abstraction, logical reasoning, mathematical modeling, intuitive imagination, mathematical operation and data analysis. According to the specific performance and level of these six key competencies, the evaluation framework of key competencies of mathematics was constructed. On the basis of this framework, this paper made a comparative analysis of the core literacy examination of Jiangsu Mathematics College Entrance Examination papers in 2018 and 2019. It was found that the examination distribution of each key competence and specific performance was very uneven, the examination of mathematical operation(especially the application of laws), logical reasoning(especially deductive reasoning) was more, while some core accomplishment and specific performance were rarely or never examined(such as problem posing, reasonable reasoning, etc.). Suggestions: from the perspective of personnel training, we should think about the proportion of each key competence and specific performance;strengthen the research of proposition technology to comprehensively investigate the subject quality of students, so as to better guide the reform of education and teaching. |
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| Keywords: | mathematics key competencies evaluation college entrance examination |
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